Active Learning and Note Taking Guide

Transcription

1 Active Learning and Note Taking Guide Course 2 ELL Program Consultant Douglas Fisher, Ph.D. Professor of Language and Literacy Education San Diego State University San Diego, CA

2 Acknowledgments Grateful acknowledgment is given to authors, publishers, photographers, museums, and agents for permission to reprint the following copyrighted material. Every effort has been made to determine copyright owners. In case of any omissions, the Publisher will be pleased to make suitable acknowledgments in future editions. Acknowledgments continued on p Copyright 2007 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written permission of the publisher. TIME TIME, Inc. TIME and the Red Border Design are registered trademarks of TIME, Inc. Used under license. Send all inquiries to Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH ISBN-13 (student edition): ISBN-10 (student edition): X Printed in the United States of America

3 Table of Contents To the Students and Parents... viii How to Use This Book... ix UNIT 1 Why Do We Read? Genre Focus: Informational Media...1 Gary Soto Jack Anderson Lesley Reed Jane Yolen Reading Workshop 1 Note Taking: Setting a Purpose for Reading...3 Interactive Reading: Seventh Grade...6 Reading Workshop 2 Note Taking: Previewing Interactive Reading: Where You Are Reading Workshop 3 Note Taking: Reviewing...23 Interactive Reading: Teaching Nepalis to Read, Plant, and Vote...26 Reading Workshop 4 Note Taking: Understanding Text Structure...32 Interactive Reading: Suzy and Leah...35 Comparing Literature Workshop Note Taking: Comparing Theme...49 Tie It Together...53 UNIT 2 How Can We Become Who We Want to Be? Genre Focus: Biography...55 Barbara A. Lewis Lavendhri Pillay Maya Angelou Reading Workshop 1 Note Taking: Activating Prior Knowledge...57 Interactive Reading: Kids in Action: Dalie Jimenez...60 Reading Workshop 2 Note Taking: Connecting...64 Interactive Reading: Toward a Rainbow Nation...67 Reading Workshop 3 Note Taking: Making Inferences...73 Interactive Reading: New Directions...76 Active Learning and Note Taking Guide, ELL iii

4 Christina Cheakalos and Matt Birkbeck Reading Workshop 4 Note Taking: Understanding Sequence...82 Interactive Reading: Miracle Hands...85 Comparing Literature Workshop Note Taking: Comparing Setting...90 Tie It Together...94 UNIT 3 Who Can We Really Count On? Genre Focus: The Short Story...95 uncredited O. Henry Sari Locker Henry and Melissa Billings Reading Workshop 1 Note Taking: Drawing Conclusions...97 Interactive Reading: Friendships and Peer Pressure Reading Workshop 2 Note Taking: Responding Interactive Reading: After Twenty Years Reading Workshop 3 Note Taking: Synthesizing Interactive Reading: Friends Forever Reading Workshop 4 Note Taking: Determining the Main Idea Interactive Reading: The Brinks Robbery Comparing Literature Workshop Note Taking: Comparing Plot Tie It Together UNIT 4 Who Influences Us and How Do They Do So? Genre Focus: Persuasive Writing Langston Hughes Sidney Poitier Reading Workshop 1 Note Taking: Understanding Persuasive Techniques Interactive Reading: Thank You M am Reading Workshop 2 Note Taking: Distinguishing Fact and Opinion Interactive Reading: Oprah Winfrey iv Active Learning and Note Taking Guide, ELL

5 Edna St. Vincent Millay Eve Merriam John Yinger and Matthew Spalding Reading Workshop 3 Note Taking: Author s Purpose and Perspective Interactive Reading: The Courage That My Mother Had Interactive Reading: Two People I Want to Be Like Reading Workshop 4 Note Taking: Compare and Contrast Interactive Reading: Should Naturalized Citizens Be President? Reading Across Texts Workshop Note Taking: Reading for Persuasive Techniques Tie It Together UNIT 5 Is Progress Always Good? Genre Focus: Science and Technology Writing Cindy Kauffman Daniel Biggs Joni Mitchell Claire Miller Joseph Bruchac Reading Workshop 1 Note Taking: Paraphrasing and Summarizing Interactive Reading: Cyber Chitchat Reading Workshop 2 Note Taking: Using Text Features Interactive Reading: Conserving Resources Reading Workshop 3 Note Taking: Taking Notes Interactive Reading: Big Yellow Taxi Reading Workshop 4 Note Taking: Identifying Problem and Solution Interactive Reading: Missing! Interactive Reading: Birdfoot s Grandpa Reading Across Texts Workshop Note Taking: Reading for Author s Craft Tie It Together UNIT 6 Why Do We Share Our Stories? Genre Focus: Folktales Gwido Mariko Reading Workshop 1 Note Taking: Understanding Cause and Effect Interactive Reading: The Lion, the Hare, and the Hyena Active Learning and Note Taking Guide, ELL v

6 Rudolfo A. Anaya Laurence Yep Judith Ortiz Cofer Reading Workshop 2 Note Taking: Questioning Interactive Reading: The Boy and His Grandfather Reading Workshop 3 Note Taking: Predicting Interactive Reading: We Are All One Reading Workshop 4 Note Taking: Analyzing Interactive Reading: Aunty Misery Comparing Literature Workshop Note Taking: Comparing Cultural Context Tie It Together UNIT 7 What Makes You Tick? Genre Focus: Poetry Edgar Allan Poe Janet S. Wong Arnold Adoff Walt Whitman Robert Frost Jean Little Reading Workshop 1 Note Taking: Evaluating Interactive Reading: Annabel Lee Reading Workshop 2 Note Taking: Interpreting Interactive Reading: Face It Interactive Reading: Almost Ready Reading Workshop 3 Note Taking: Monitoring Comprehension Interactive Reading: Miracles Interactive Reading: The Pasture Reading Workshop 4 Note Taking: Connecting Interactive Reading: Growing Pains Comparing Literature Workshop Note Taking: Comparing Figurative Language Tie It Together vi Active Learning and Note Taking Guide, ELL

7 UNIT 8 What Is a Community? Genre Focus: Historical Documents uncredited Graeme Davis Amanda Hinnant Rod Serling Reading Workshop 1 Note Taking: Visualizing Interactive Reading: Kingdoms of Gold and Salt Reading Workshop 2 Note Taking: Skimming and Scanning Interactive Reading: Letters From Home Reading Workshop 3 Note Taking: Clarifying Interactive Reading: Ah, Wilderness! Reading Workshop 4 Note Taking: Predicting Interactive Reading: The Monsters Are Due On Maple Street, Act Reading Across Texts Workshop Note Taking: Reading for Author s Credibility Tie It Together Hot Words Journal Acknowledgments Active Learning and Note Taking Guide, ELL vii

8 To Students & Parents The Active Learning and Note Taking Guide is a special kind of book one you can actually interact with and make your own. The Note Taking portion is designed to work with the lessons in Reading with Purpose, Course 1. The Interactive Reading portion encourages you to activate prior knowledge, review important words, interact with the reading selections, and review what you have read. Note Taking Write notes in the Notes column as you read the lessons. After you have read a lesson, review your notes and write questions or key ideas in the Cues column. Use your notes to study by covering the Notes column and answering the questions or explaining the key ideas in the Cues column. Then complete the Summary portion of the Note Taking pages to review what you have learned. Interactive Reading Before you read a selection, connect what you will learn with what you already know by completing the Connect activity. Review the terms in the Word Power section. These are words that will appear in the reading selection. As you read the selection, circle, underline, or highlight parts of the selection that grab your attention or that are hard to understand. Jot down words you want to remember. Fill the margins with your thoughts and questions. You can mark up these selections in a way that works for you a way that helps you understand and remember what you read. How to Get Started Before you start using this book, take a few minutes to review How to Use This Book on pages ix xii. These pages will help you get a good start to taking notes and using the reading selections. The Active Learning and Note Taking Guide is interactive and fun. You ll discover that the note taking skills and strategies you learn to use in this book will help you become a better note taker in all your classes. You ll also like reading the interesting and varied selections. You ll become a better reader. Note to Parents and Guardians Ask your students to show you their work as they proceed through this workbook. You might enjoy reading along! viii Active Learning and Note Taking Guide, ELL

9 what happened How to Use This Book Note Taking Pages The Note Taking pages of this book guide you through the process of taking notes about the reading skills and literary and text elements you will be learning about. These pages follow the Cornell Note Taking Method and includes several parts: the preview, notes, cues, and summary. Preview You will use a pre-reading strategy to preview the material you are about to study. Cues After you have taken notes, use the Cues column to write questions or phrases that will help you review the information you studied. UNIT 1 READING WORKSHOP 3 Skill Lesson: Reviewing (Reading with Purpose, pp ) Cues How does reviewing help me? Notes Reviewing helps you Steps in Reviewing Note Taking Preview Scan the information on reviewing. What does reviewing mean? Reviewing means how to review UNIT 1 READING WORKSHOP 3 Key Text Element: Lead (Reading with Purpose, p. 57) Cues Lead Notes a good lead tells Notes As you read, take notes on the skill lesson pages. Graphic organizers and write-on lines help you organize your notes. Notes As you read, take notes here on the literary elements or text elements. Graphic organizers and write-on lines help you organize your notes. Note Taking Active Learning and Note Taking Guide, ELL Course 2, Unit 1 23 G7_ELL_ indd 23 6/18/06 12:48:08 PM Summary Summary After you have taken notes, summarize what you have learned. Organize the activities that are part of reviewing Look at pictures and captions again. 5. Reread. 6. Take notes on important information. Identify what a magazine lead tells you about an article. who what 24 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL G7_ELL_ indd 24 6/18/06 12:48:09 PM ix

10 Before You Read Pages The Before You Read page helps prepare you for the reading selection by previewing vocabulary words and connecting your own experience to what you re about to read. What You ll Learn Look forward to the reading skill and literary or text element you will be practicing in this reading selection. Connect Before you read, think about your own experience and share your knowledge and opinions. Interactive Reading Before You Read What You ll Learn Key Reading Skill: Key Text Element: Reviewing Lead Connect Education is a force that can change people s lives. Consider the benefits of education in your life. List one way learning benefits you now. UNIT 1 READING WORKSHOP 3 Teaching Nepalis to Read, Plant, and Vote As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Hot Words Choose words that you think are important, difficult, or interesting. You can write these words in your Hot Words Journal at the back of this book to build your knowledge and vocabulary. Word Power Vocabulary words are introduced on the Before You Read page. Each word is followed by its pronunciation, its part of speech, a definition, and an opportunity for you to create a sentence using the word. Word Power Use each word in a sentence. The first one has been done for you. determined (dih TUR mund) adj. having firmly decided; unwilling to change one s mind Example: The girl was determined to finish the race. illegal (ih LEE gul) adj. against the law inspired (in SPY urd) v. made someone want to do something Why Do We Read? Read the selection, Teaching Nepalis to Read, Plant, and Vote, to fi nd out how one family helped thousands of people in Nepal learn to read. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 25 G7_ELL_ indd 25 6/18/06 12:48:10 PM Big Question Preview how the reading selection will connect to the Big Question for this unit. x Active Learning and Note Taking Guide, ELL

11 Interactive Reading Pages Look for the signal button It guides you to a side margin activity and back into the reading. UNIT 1 READING WORKSHOP 3 Teaching Nepalis to Interactive Reading Margin Notes These notes will ask a question to get you thinking about what you re reading, help you with a difficult passage, point out an important development, or model a skill. Footnotes Selection footnotes explain words or phrases that you may not know to help you better understand the selection. Lead Key Text Element What facts about the article does the lead for this selection give you? What questions does it make you want to answer? Interactive Reading UNIT 1 READING WORKSHOP 3 However, he didn t give up. He joined the Nepali Congress a then-illegal political party 1 fighting for democracy 2 to fight the government. In 1951, when a new government came to power, education was finally allowed. 2 Dinesh is Bishnu s third son. He not only went to elementary school, he graduated from college. Because he had studied English, he was able to get a job teaching Nepali to U.S. Peace Corps 3 volunteers. With the job came the opportunity to travel around Nepal. Dinesh soon noticed how few poor Nepalis, especially women and girls, knew how to read. They now had the right to go to school, but they didn t have schools or teachers. This realization inspired Dinesh to follow in his father s footsteps as a champion of education. As a result, thousands of lives were changed. Dinesh was fortunate to have married Ratna, a lively young woman who was also committed to helping the poor. They created an organization called the Non-Formal Education Services Center to educate poor Nepalis. Dinesh describes their first project: We were working with a very poor tribal group that lived in caves on the sides of steep hills. When we first visited, they ran into the forest because they were scared of strangers. They had nothing. I couldn t believe our Read, Plant, and Vote 1 Seventy years ago, a boy named Bishnu Prasad Dhungel was not allowed to go to school. As a result, thousands of Nepalis have learned to read and write. This is the remarkable story of Bishnu, his son Dinesh, and Dinesh s wife, Ratna. 1 When Bishnu was a child, there was only one school in Nepal and it was far away in Kathmandu. It was actually against the law to start schools in the villages of Nepal, because the government believed that it was easier to control people if they didn t know how to read and write. Bishnu helped on the family farm, but he longed to go to school. Finally, he was so determined to get an education that he ran away to Kathmandu, walking for three entire days. He completed one year of school, enough to get a government job. As Bishnu s children grew, he was determined that they would go to school, so he brought a teacher from India to teach them. For doing so, Bishnu was sent to jail for three months for breaking the law. 26 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL by Lesley Reed G7_ELL_ indd 26 6/18/06 12:48:12 PM 1 A political party is an organization that tries to get its candidates elected to office. 2 A democracy (dih MAWK ruh see) is a government in which the people hold the power through voting. 3 Volunteers in the U.S. Peace Corps help people in other countries learn useful skills. Peace Corps volunteers must live in this country for two years and speak the language of the people there. 2 English Language Coach Context Clues What kind of context clue tells you what the Nepali Congress is? As you read, you may come across words that you may want to know more about. Circle those words on the page. You can add them to your Hot Words Journal at the back of this book. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 27 G7_ELL_ indd 27 6/18/06 12:48:13 PM English Language Coach These notes help students whose first language is not English. For example, they help explain multiple meaning words and also idioms phrases that mean something other than what their individual words mean. Mark the Text When you see this symbol, you ll underline or highlight a bit of text, or circle interesting or difficult words. Active Learning and Note Taking Guide, ELL xi

12 After You Read Pages The After You Read pages help you practice the reading skills you have learned and use your knowledge of literary and text elements in the reading election. Graphic organizers and questions to answer help you analyze the reading using your new skills. Interactive Reading UNIT 1 READING WORKSHOP 3 Skill Review: Lead Analyze the lead in Teaching Nepalis to Read, Plant, and Vote. What does the lead say that s surprising to you? List two questions the lead creates for you. Restate the information supplied in the lead. Who? Bishnu Prasad Dhungel, son Dinesh, and Dinesh s wife Ratna Lead What? Where? When? How? how many Nepalis became able to learn to read and write Evaluate the lead. How does this lead affect you? Did it make you to want to read on? Why or why not? Active Learning and Note Taking Guide, ELL Course 2, Unit 1 31 G7_ELL_ indd 31 6/18/06 12:48:19 PM xii Active Learning and Note Taking Guide, ELL

13 UNIT 1 Genre Focus Note Taking Informational Media (Reading with Purpose, p. 4) Preview Scan the information on informational media. Add two examples of informational media to the list below. Textbooks, Cues Why do we read or watch informational media? Notes Use informational media to get news learn how to make or do something gather facts key reading skills setting a purpose Key Reading Skills before reading, decide what questions the selection might answer previewing reviewing photos and illustrations titles, heads, and decks lead look at title, headings, pictures, learn what information is in the reading stop from time to time and go over what you ve read Key Text Elements help understand information, make reading more interesting grab attention, introduces text introduce the story Active Learning and Note Taking Guide, ELL Course 2, Unit 1 1

14 Unit 1 Genre Focus Note Taking Summary Identify some types of informational media. TV news reports textbooks List and define key reading skills. setting a purpose title, headings, pictures give idea what is contained in material reviewing understanding text structure List and define key elements. photos and illustrations titles, heads, and decks leads grabs attention, introduces text 2 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

15 UNIT 1 READING WORKSHOP 1 Note Taking Skill Lesson: Setting a Purpose for Reading (Reading with Purpose, pp ) Preview Skim the information on setting a purpose for reading. Write one thing you already knew about the topic. I knew Cues What is setting a purpose for reading? Notes Before reading, ask yourself Why do I want to read this? Setting a purpose helps you identify what s important How do I set a purpose for reading? answering a question learning to do a task To set a purpose for reading think about what you are reading and why scan the text for key words Active Learning and Note Taking Guide, ELL Course 2, Unit 1 3

16 UNIT 1 READING WORKSHOP 1 Note Taking Literary Element: Theme (Reading with Purpose, p. 25) Cues What is theme? Tips for thinking about theme Notes Theme is the main idea or message in a piece of literature. To think about theme notice main character s interest notice main character s actions Summary Apply your knowledge about setting purposes for reading by fi lling in the graphic organizer below. Reading material a picture book about the Grand Canyon a mystery novel your purpose for reading to fi nd your favorite Mexican recipe 4 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

17 Interactive Reading UNIT 1 READING WORKSHOP 1 Before You Read Seventh Grade What You ll Learn Key Reading Skill: Setting a Purpose for Reading Literary Element: Theme Connect Think back to the first day of school this year. What did you hope would be the same as last year? What did you hope would be different? Write three sentences that describe your hopes on that first day of school. 1. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book Word Power Use each word in a sentence. The first one has been done for you. propelled (proh PELD) v. pushed or moved forward Example: The engine propelled the boat through the water. glimpse (glimps) n. a quick look campus (KAM pus) n. the land and buildings around a school eventually (ih VEN choo ul lee) adv. In the end; fi nally impress (im PRES) v. to have a strong effect on Why Do We Read? Read the selection Seventh Grade to find out about a day in the lives of other seventh graders. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 5

18 UNIT 1 READING WORKSHOP 1 Interactive Reading Seventh Grade by Gary Soto Key Reading Skill Setting a Purpose for Reading Think about the title of this story. Read the fi rst line. What do you think the story is going to be about? Literary Element Theme One way to fi gure out the theme, or main idea, of the story is to watch what the main character does. Who seems to be the main character in this story? 1 2 On the first day of school, Victor stood in line half an hour before he came to a wobbly card table. 1 He was handed a packet of papers and a computer card on which he listed his one elective, 1 French. He already spoke Spanish and English, he thought some day he might travel to France, it was cool; not like Fresno, where summer days reached 110 degrees in the shade. There were rivers in France, and huge churches, and fair-skinned people everywhere, the way there were brown people all around Victor. Besides, Teresa, a girl he had liked since they were in catechism 2 classes at Saint Theresa s, was taking French, too. With any luck they would be in the same class. Teresa is going to be my girl this year, he promised himself as he left the gym full of students in their new fall clothes. She was cute. And good at math, too, Victor thought as he walked down the hall to his homeroom. He ran into his friend, Michael Torres, by the water fountain that never turned off. 2 They shook hands, raza-style 3, and jerked their heads at one another in a saludo de vato. 4 How come you re making a face? asked Victor. I ain t making a face, ese. This is my face. Michael said his face had changed during the 1 An elective is a class that a student chooses to take. 2 At catechism (KAT uh kiz um) classes, students learn about the Roman Catholic Religion. 3 Raza-style (RAW zuh) refers to the way Mexican Americans or other Hispanic people do something. 4 Saludo de vato (suh LOO doh \ day \ VAW toh) is a greeting. 6 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

19 Interactive Reading UNIT 1 READING WORKSHOP 1 summer. He had read a GQ magazine that his older brother borrowed from the Book Mobile and noticed that the male models all had the same look on their faces. They would stand, one arm around a beautiful woman and scowl. They would sit at a pool, their rippled stomachs dark with shadow, and scowl. They would sit at dinner tables, cool drinks in their hands, and scowl. 3 I think it works, Michael said. He scowled and let his upper lip quiver. His teeth showed along with the ferocity 5 of his soul. Belinda Reyes walked by a while ago and looked at me, he said. Victor didn t say anything, though he thought his friend looked pretty strange. They talked about recent movies, baseball, their parents, and the horrors of picking grapes in order to buy their fall clothes. Picking grapes was like living in Siberia, 6 except hot and more boring. What classes are you taking? Michael said, scowling. French. How bout you? Spanish. I ain t so good at it, even if I m Mexican. I m not either, but I m better at it than math, that s for sure. A tinny, three-beat bell propelled students to their homerooms. The two friends socked each other in the arm and went their ways, Victor thinking, man, that s weird. Michael thinks making a face makes him handsome. On the way to his homeroom, Victor tried a scowl. He felt foolish, until out of the corner of his eye he 5 Ferocity (fuh RAW suh tee) means unfriendliness or anger. 6 Siberia is a very cold part of northern Russia. 3 English Language Coach Context Clues Remember to look at words and sentences that are near a word you don t know. What do you think scowl means? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. Circle those words on the page. Add these to your Hot Words Journal at the back of this book. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 7

20 UNIT 1 READING WORKSHOP 1 Interactive Reading Your Notes English Language Coach Context Clues The word lingered means was slow to move or leave. How could you figure out this meaning from the words or sentences around it? 4 saw a girl looking at him. Umm, he thought, maybe it does work. He scowled with greater conviction. 7 In homeroom, roll was taken, emergency cards were passed out, and they were given a bulletin to take home to their parents. The principal, Mr. Belton, spoke over the crackling loudspeaker, welcoming the students to a new year, new experiences, and newfriendships. The students squirmed in their chairs and ignored him. They were anxious to go to first classes. Victor sat calmly, thinking of Teresa, who sat two rows away, reading a paperback novel. This would be his lucky year. She was in his homeroom, and would probably be in his English and math. And of course, French. The bell rang for first period, and the students herded noisily through the door. Only Teresa lingered, talking with the homeroom teacher. 4 So you think I should talk to Mrs. Gaines? she asked the teacher. She would know about ballet? She would be a good bet, the teacher said. Then added, Or the gym teacher, Mrs. Garza. Victor lingered, keeping his head down and staring at his desk. He wanted to leave when she did so he could bump into her and say something clever. He watched her on the sly. 8 As she turned to leave, he stood up and hurried to the door, where he managed to catch her eye. She smiled and said, Hi, Victor. He smiled back and said, Yeah, that s me. His brown face blushed. Why hadn t he said, Hi, Teresa, or How was your summer? or something nice? 7 To do something with conviction is to do it with strong belief. 8 When you do something on the sly, you do it so that no one notices. 8 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

21 Interactive Reading UNIT 1 READING WORKSHOP 1 As Teresa walked down the hall, Victor walked the other way, looking back, admiring how gracefully she walked, one foot in front of the other. So much for being in the same class, he thought. As he trudged to English, he practiced scowling. 5 In English they reviewed the parts of speech. Mr. Lucas, a portly man, waddled down the aisle, asking, What is a noun? A person, place, or thing, said the class in unison. 9 Yes, now somebody give me an example of a person-you, Victor Rodriguez. Teresa, Victor said automatically. Some of the girls giggled. They knew he had a crush on Teresa. He felt himself blushing again. Correct, Mr. Lucas said. Now provide me with a place. Mr. Lucas called on a freckled kid who answered, Teresa s house with a kitchen full of big brothers. After English, Victor had math, his weakest subject. He sat in the back by the window, hoping that he would not be called on. Victor understood most of the problems, but some of the stuff looked like the teacher made it up as she went along. It was confusing, like the inside of a watch. After math he had a fifteen-minute break, then social studies, and, finally lunch. He bought a tuna casserole with buttered rolls, some fruit cocktail, and milk. He sat with Michael, who practiced scowling between bites. Girls walked by and looked at him. See what I mean, Vic? Michael scowled. They love it. Yeah, I guess so. 5 Key Reading Skill Setting a Purpose for Reading What was your purpose for reading before you began reading? Has it changed now that you ve started to read the story? 9 In unison means all together. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 9

22 UNIT 1 READING WORKSHOP 1 Interactive Reading Key Reading Skill Setting a Purpose for Reading Review what has happened in the story so far. What do you want to fi nd out as you continue to read? How has your purpose for reading changed? 6 They ate slowly, Victor scanning the horizon 10 for a glimpse of Teresa. He didn t see her. She must have brought lunch, he thought, and is eating outside. Victor scraped his plate and left Michael, who was busy scowling at a girl two tables away. The small, triangle-shaped campus bustled with students talking about their new classes. Everyone was in a sunny mood. Victor hurried to the bag lunch area, where he sat down and opened his math book. He moved his lips as if he were reading, but his mind was somewhere else. He raised his eyes slowly and looked around. No Teresa. He lowered his eyes, pretending to study, then looked slowly to the left. No Teresa. He turned a page in the book and stared at some math problems that scared him because he knew he would have to do them eventually. He looked to the right. Still no sign of her. He stretched out lazily in an attempt to disguise his snooping. Then he saw her. She was sitting with a girlfriend under a plum tree. Victor moved to a table near her and daydreamed about taking her to a movie. When the bell sounded, Teresa looked up, and their eyes met. She smiled sweetly and gathered her books. Her next class was French, same as Victor s. 6 They were among the last students to arrive in class, so all the good desks in the back had already been taken. Victor was forced to sit near the front, a few desks away from Teresa, while Mr. Bueller wrote French words on the chalkboard. The bell rang, and Mr. Bueller wiped his hands, turned to the class, and said, Bonjour Scanning the horizon means looking far ahead to find something in the distance. 11 Bonjour (bohn ZHOOR) is French for Good day or Hello. 10 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

23 Interactive Reading UNIT 1 READING WORKSHOP 1 Bonjour, braved a few students. Bonjour, Victor whispered. He wondered if Teresa heard him. Mr. Bueller said that if the students studied hard, at the end of the year they could go to France and be understood by the populace. One kid raised his hand and asked, What s populace? The people, the people of France. Mr. Bueller asked if anyone knew French. Victor raised his hand, wanting to impress Teresa. The teacher beamed and said, Très bien. Parlez-vous français? 12 Victor didn t know what to say. The teacher wet his lips and asked something else in French. The room grew silent. Victor felt all eyes staring at him. He tried to bluff his way out by making noises that sounded French. La me vava me con le grandma, he said uncertainly. Mr. Bueller, wrinkling his face in curiosity, asked him to speak up. Great rosebushes of red bloomed on Victor s cheeks. A river of nervous sweat ran down his palms. He felt awful. Teresa sat a few desks away, no doubt thinking he was a fool. Without looking at Mr. Bueller, Victor mumbled, Frenchie oh wewe gee in September. 7 Mr. Bueller asked Victor to repeat what he had said. Frenchie oh wewe gee in September, Victor repeated. Mr. Bueller understood that the boy didn t know French and turned away. He walked to the blackboard and pointed to the words on the board with his steel-edged ruler Literary Element Theme Victor is embarrassed because he was trying to impress Teresa. From this information, what do you think the story s theme might be? Key Reading Skill Setting a Purpose for Reading Did Victor s foolishness make you adjust your purpose? Why or why not? 12 Très bien. Parlez-vous français? (tray bee an \ PAR lay voo \ fron SAY) means Very well. Do you speak French? Active Learning and Note Taking Guide, ELL Course 2, Unit 1 11

24 UNIT 1 READING WORKSHOP 1 Interactive Reading Your Notes Literary Element Theme How are Mr. Bueller s memories like Victor s experience in French class? What do Mr. Bueller s memories help you understand about the theme? 9 Le bateau, 13 he sang. Le bateau, the students repeated. Le bateau est sur l eau, 14 he sang. Le bateau est sur l eau. Victor was too weak from failure to join the class. He stared at board and wished he had taken Spanish not French. Better yet, he wished he could start his life over. He had never been so embarrassed. He bit his thumb until he tore off a sliver of skin. The bell sounded for fifth period, and Victor shot out of the room, avoiding the stares of the other kids, but had to return for his math book. He looked sheepishly 15 at the teacher, who was erasing the board, then widened his eyes in terror at Teresa who stood in front of him. I didn t know you knew French, she said. That was good. Mr. Bueller looked at Victor, and Victor looked back. Oh please, don t say anything, Victor pleaded with his eyes. I ll wash your car, mow your lawn, walk your dog-anything! I ll be your best student, and I ll clean your erasers after school. Mr. Bueller shuffled through the papers on his desk. He smiled and hummed as he sat down to work. He remembered his college years when he dated a girlfriend in borrowed cars. She thought he was rich because each time he picked her up he had a different car. It was fun until he had spent all his money on her and had to write home to his parents because he was broke Le bateau (luh \ bah TOH) is French for the boat. 14 Le bateau est sur leau (ay\ syur loh) means the boat is on the water. 15 Sheepishly means the way a sheep might act. Sheep are shy. When you look sheepishly at someone, you show that you are shy and embarrassed. 12 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

25 Interactive Reading UNIT 1 READING WORKSHOP 1 Victor couldn t stand to look at Teresa. He was sweaty with shame. Yeah, well, I picked up a few things from movies and books and stuff like that. They left the class together. Teresa asked him if he would help her with her French. Sure, anytime, Victor said. I won t be bothering you, will I? Oh no, I like being bothered. Bonjour, Teresa said, leaving him outside her next class. She smiled and pushed wisps of hair from her face. Yeah, right, Bonjour, Victor said. He turned and headed to his class. The rosebushes of shame on his face became bouquets of love. Teresa is a great girl, he thought. And Mr. Bueller is a good guy. He raced to metal shop. After metal shop there was biology, and after biology a long sprint to the public library, where he checked out three French textbooks. 10 He was going to like seventh grade English Language Coach Context Clues What is a sprint? If you don t know, remember to look for clues in other words or sentences. One word in this paragraph gives you the clues you need. What is the context clue? What does that word tell you about the meaning? 11 Would you tell a friend to read Seventh Grade? Why or why not? Active Learning and Note Taking Guide, ELL Course 2, Unit 1 13

26 UNIT 1 READING WORKSHOP 1 Interactive Reading After You Read Seventh Grade Skill Review: Setting a Purpose for Reading Review the purpose for reading that you stated on page 6 of this workbook. Summarize how your purpose changed as you read the story. Analyze the strategy you might have used if your primary purpose for reading had been to find out how other kids dressed on the fi rst day of a new school year. 14 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

27 Interactive Reading UNIT 1 READING WORKSHOP 1 Skill Review: Theme Explain what you think the theme of this story is. Seventh Grade Draw a poster that expresses the theme of Seventh Grade. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 15

28 UNIT 1 READING WORKSHOP 2 Note Taking Skill Lesson: Previewing (Reading with Purpose, pp ) Preview Scan the information on previewing. What information do you think this lesson will cover? Cues What is previewing? Notes Previewing = How does previewing help me? Previewing shows you how a reading is set up Previewing helps you ask questions titles Text Features for Previewing 16 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

29 Note Taking UNIT 1 READING WORKSHOP 2 Key Literary Element: Title (Reading with Purpose, p. 41) Cues How does the title help me understand a poem? Notes Checklist for Using Titles Read the title and think about what it means. Read the poem and think about how the lines relate to the title. Summary Analyze the titles of the two selections in this reading workshop. What does this title mean to you? What other meaning could the title have? Based on the title, what do you think this selection will be about? Where You Are Message of Hope Active Learning and Note Taking Guide, ELL Course 2, Unit 1 17

30 UNIT 1 READING WORKSHOP 2 Interactive Reading Before You Read Where You Are As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Key Reading Skill: Previewing Key Literary Element: Title Connect Take a look around you. What do you see? View 1: Move to a different place in the same room. What do you see that you didn t see before? View 2: Word Power Use each word in a sentence. The first one has been done for you. Why Do We Read? Read the poem, Where You Are, and think about how your location and experience where you are affect your point of view. margin (MAR jin) n. the blank space around the printed area on a page Example: The student wrote notes in the margin. condition (kon DISH un) n. state of being reclining (rih KLY ning) v. lying down precisely (prih SYS lee) adv. exactly 18 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

31 Interactive Reading UNIT 1 READING WORKSHOP 2 Where You 1 Key Reading Skill Are 1 2 by Jack Anderson Previewing Look at the first few lines of Where You Are. How do they lead you back to the poem s title? This is where you are. Please note. You are reading a poem Beginning, This is where you are. 5 Now get up And walk three times around the room, Then drink from a faucet (If you can find a faucet). Do not use a glass. 10 Stick your mouth directly Into the stream of water. Feel the water, Its coldness, its wetness. If there is no faucet near you 15 Or if the water is not potable Observe sky And whatever may fill it (In the margin you may write The names of three things 20 You see in the sky) And try to decide Whether our present condition Is best described As peace or war. 2 Key Literary Element Title Why do you think the poem is called Where You Are? 15 Potable (POH tuh bul) means suitable for drinking. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 19

32 UNIT 1 READING WORKSHOP 2 Interactive Reading English Language Coach Context Clues Maybe you re not sure what requested means. Reread or read ahead to look for context clues. What context clues do you fi nd? What do those clues tell you about the meaning? Why do you think someone might want to read a poem like Where You Are? What is the difference Between this and this? Please take note Of where you are. Did you really walk around the room 30 As requested? 3 Have you written anything in the margin? Are you sitting, standing, Or reclining? You are reading a poem 35 Which will end, Of all this is. But you are not there yet. You are here. You are getting there. 40 Now explain precisely What the point Of all this is Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

33 Interactive Reading UNIT 1 READING WORKSHOP 2 After You Read Where You Are Skill Review: Previewing Restate what you learned from previewing the poem on pages 19 and 20. Summarize what you learned when you used text features to preview the poem. Feature What You Learned title The poem will tell me where I am. line lengths first four lines of the poem Evaluate the following title, subhead, and fi rst paragraph of the selection. title from Volcano by Patricia Lauber The Volcano Wakes For many years the volcano slept. It was silent and still, big and beautiful. Then the volcano, which was named Mount St. Helens, began to stir. On March 20, 1980, it was shaken by a strong earthquake. The quake was a sign of movement inside St. Helens. It was a sign of a waking volcano that might soon erupt again. Feature What You Learned subtitle first paragraph Active Learning and Note Taking Guide, ELL Course 2, Unit 1 21

34 UNIT 1 READING WORKSHOP 2 Interactive Reading Skill Review: Title Identify phrases or lines of the poem that connect back to the title. Explain how the phrases or lines relate to the title. Line(s) from the poem line 1 This is where you are Connection to the title repeats the title line 4 This is where you are line 28 take note of where you are repeats line 1 which repeats title phrase makes reader think about the present moment Explain how the title helped you understand the poem s meaning. 22 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

35 UNIT 1 READING WORKSHOP 3 Note Taking Skill Lesson: Reviewing (Reading with Purpose, pp ) Preview Scan the information on reviewing. What does reviewing mean? Reviewing means Cues How does reviewing help me? Notes Reviewing helps you how to review Steps in Reviewing Active Learning and Note Taking Guide, ELL Course 2, Unit 1 23

36 UNIT 1 READING WORKSHOP 3 Note Taking Key Text Element: Lead (Reading with Purpose, p. 57) Cues Notes Lead a good lead tells what happened Summary Organize the activities that are part of reviewing Look at pictures and captions again. 5. Reread. 6. Take notes on important information. Identify what a magazine lead tells you about an article. who what 24 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

37 Interactive Reading UNIT 1 READING WORKSHOP 3 Before You Read Teaching Nepalis to Read, Plant, and Vote What You ll Learn Key Reading Skill: Key Text Element: Connect Reviewing Lead Education is a force that can change people s lives. Consider the benefits of education in your life. List one way learning benefits you now. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. The first one has been done for you. determined (dih TUR mund) adj. having fi rmly decided; unwilling to change one s mind Example: The girl was determined to fi nish the race. illegal (ih LEE gul) adj. against the law inspired (in SPY urd) v. made someone want to do something Why Do We Read? Read the selection, Teaching Nepalis to Read, Plant, and Vote, to fi nd out how one family helped thousands of people in Nepal learn to read. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 25

38 UNIT 1 READING WORKSHOP 3 Interactive Reading Lead Key Text Element What facts about the article does the lead for this selection give you? What questions does it make you want to answer? 1 Teaching Nepalis to Read, Plant, and Vote by Lesley Reed Seventy years ago, a boy named Bishnu Prasad Dhungel was not allowed to go to school. As a result, thousands of Nepalis have learned to read and write. This is the remarkable story of Bishnu, his son Dinesh, and Dinesh s wife, Ratna. 1 When Bishnu was a child, there was only one school in Nepal and it was far away in Kathmandu. It was actually against the law to start schools in the villages of Nepal, because the government believed that it was easier to control people if they didn t know how to read and write. Bishnu helped on the family farm, but he longed to go to school. Finally, he was so determined to get an education that he ran away to Kathmandu, walking for three entire days. He completed one year of school, enough to get a government job. As Bishnu s children grew, he was determined that they would go to school, so he brought a teacher from India to teach them. For doing so, Bishnu was sent to jail for three months for breaking the law. 26 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

39 Interactive Reading UNIT 1 READING WORKSHOP 3 However, he didn t give up. He joined the Nepali Congress a then-illegal political party 1 fighting for democracy 2 to fight the government. In 1951, when a new government came to power, education was finally allowed. 2 Dinesh is Bishnu s third son. He not only went to elementary school, he graduated from college. Because he had studied English, he was able to get a job teaching Nepali to U.S. Peace Corps 3 volunteers. With the job came the opportunity to travel around Nepal. Dinesh soon noticed how few poor Nepalis, especially women and girls, knew how to read. They now had the right to go to school, but they didn t have schools or teachers. This realization inspired Dinesh to follow in his father s footsteps as a champion of education. As a result, thousands of lives were changed. Dinesh was fortunate to have married Ratna, a lively young woman who was also committed to helping the poor. They created an organization called the Non-Formal Education Services Center to educate poor Nepalis. Dinesh describes their first project: We were working with a very poor tribal group that lived in caves on the sides of steep hills. When we first visited, they ran into the forest because they were scared of strangers. They had nothing. I couldn t believe our 1 A political party is an organization that tries to get its candidates elected to office. 2 A democracy (dih MAWK ruh see) is a government in which the people hold the power through voting. 3 Volunteers in the U.S. Peace Corps help people in other countries learn useful skills. Peace Corps volunteers must live in this country for two years and speak the language of the people there. 2 English Language Coach Context Clues What kind of context clue tells you what the Nepali Congress is? As you read, you may come across words that you may want to know more about. Circle those words on the page. You can add them to your Hot Words Journal at the back of this book. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 27

40 UNIT 1 READING WORKSHOP 3 Interactive Reading Key Reading Skill Reviewing Without looking back at the selection, answer this question: How did raising goats and planting orange trees help lift some Nepalis out of poverty? Review the text to fi nd any information you might have missed or forgotten. If you found the text that helps you answer the question more completely, write your new answer below. 3 brothers and sisters were living in this condition. While they d set out to teach reading and writing, they quickly realized that they needed to do something about the poverty they saw. After talking with the villagers, they decided to buy goats for the ten poorest families. Goats could scale 4 the steep hillsides and eat the brush that grew there. When the goats gave birth, the kids 5 were given to other poor families. Dinesh and Ratna also learned that orange trees would grow in the area, so they planted hundreds of trees. The villagers were required to save one quarter of the money they earned from the goats and oranges. With their savings, they sent their children to the schools that the center helped build. They were eventually able to buy land and build better houses. Since then, the center has taught 20,000 adults and 5,000 children to read as well as helped to lift them out of poverty. They have built 15 schools and 56 drinking water systems and planted thousands of trees. When democracy came to Nepal in 1990, the center also taught the meaning of democracy and the importance of voting and human rights 6. 3 Ratna was eager to help the women and children in another village, so she started her own organization, called HANDS. To get to the village, she had to wade a river seven times. It was a three-and-a-half hour walk to the nearest health clinic. When the river was flooded, the people couldn t get to the clinic at all. Ratna s organization built a health center. It also taught women and girls to raise animals, to farm 4 Here, to scale means to climb. 5 Kids are baby goats. 6 Human rights are basic privileges or freedoms that every person is supposed to have. 28 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

41 Interactive Reading UNIT 1 READING WORKSHOP 3 organically 7 and make tofu 8, to sew, and to make pressed-flower cards (which Ratna sells in the United States). Of course, they also learn to read and write. In the poor areas of Nepal, Dinesh says, there is no TV or computer or electricity. Most children don t have enough pencils or paper. When the rainy season starts, it seems like all the rain is falling in the class because the roofs leak so much. The classrooms are tiny, dark, and cold. The children need to help their parents with housework, fetching firewood, and taking care of goats or their younger brothers and sisters. Because of this, only one out of ten children complete grade 10. Dinesh and Ratna have spent their lives trying to change this. Of this, Dinesh says, We are proud. 4 4 How did learning to read change the lives of the people in poor areas of Nepal? 7 When farmers grow food organically, they do not use chemicals to help fruits or vegetables grow or to control insects. 8 Tofu is a food made from soybeans. It is inexpensive to make and good for your health. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 29

42 UNIT 1 READING WORKSHOP 3 Interactive Reading After You Read Teaching Nepalis to Read, Plant, and Vote Skill Review: Reviewing List the key events you remember from your reading of Teaching Nepalis to Read, Plant, and Vote. Then review the story and add any additional important events or details about the events in the On Review column. Key Events First Reading A boy named Bishnu was not allowed to go to school. On Review There was not a school in Bishnu s village. Describe the characters you remember from your reading of Teaching Nepalis to Read, Plant, and Vote. Then review the story and add any additional details about the characters and their relationships in the On Review column. First Reading Characters On Review 30 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

43 Interactive Reading UNIT 1 READING WORKSHOP 3 Skill Review: Lead Analyze the lead in Teaching Nepalis to Read, Plant, and Vote. What does the lead say that s surprising to you? List two questions the lead creates for you. Restate the information supplied in the lead. Who? Bishnu Prasad Dhungel, son Dinesh, and Dinesh s wife Ratna Lead What? Where? When? How? how many Nepalis became able to learn to read and write Evaluate the lead. How does this lead affect you? Did it make you to want to read on? Why or why not? Active Learning and Note Taking Guide, ELL Course 2, Unit 1 31

44 UNIT 1 READING WORKSHOP 4 Note Taking Skill Lesson: Understanding Text Structure (Reading with Purpose, pp ) Preview Scan the information about understanding text structure. What do you think you ll learn as you read? Cues Notes types of text structure how it helps Two types of text structure: 1. Sequence = the order in which things happen. 2. = Understanding text structure helps you What do transition words do? clarify the order of steps in a process examples: transition words show cause and effect examples: 32 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

45 Note Taking UNIT 1 READING WORKSHOP 4 Literary Element: Theme (Reading with Purpose, p. 81) Cues Notes identifying theme Think about Ask Summary Create three sentences using the transition words listed on page 79 of your textbook. One sentence should show steps in a process and two sentences should show cause and effect. An example is done for you Example: Carla read her class assignment during the bus ride to school. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 33

46 UNIT 1 READING WORKSHOP 4 Interactive Reading Before You Read Suzy and Leah As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Key Reading Skill: Literary Element: Connect Understanding Text Structure Theme Think of a time you met someone who was very different from you. Describe how you felt about this person the first time you met. Did your relationship change over time? What did you learn from this person? Why Do We Read? Word Power Use each word in a sentence. An example is done for you. refugee (REF yoo jee) n. a person who fl ees for safety, especially because of war or natural disaster Example: Manuel is a refugee from Cuba. swarmed (swormd) v. moved in a large group Read the selection, Suzy and Leah, to fi nd out more about the lives of refugees during World War II. permanent (PUR muh nunt) adj. lasting 34 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

47 Interactive Reading UNIT 1 READING WORKSHOP 4 1 Reviewing Skills Suzy and Leah 1 by Jane Yolen August 5, 1944 Dear Diary, Today I walked past that place, the one that was in the newspaper, the one all the kids have been talking about. Gosh, is it ugly! A line of rickety wooden buildings just like in the army. And a fence lots higher than my head. With barbed wire 1 on top. How can anyone even a refugee live there? I took two candy bars along, just like everyone said I should. When I held them up, all those kids just swarmed over to the fence, grabbing. Like in a zoo. Except for this one girl, with two dark braids and bangs nearly covering her eyes. She was just standing to one side, staring at me. It was so creepy. After a minute I looked away. When I looked back, she was gone. I mean gone. Disappeared as if she d never been. Suzy August 5, 1944 My dear Mutti, 2 I have but a single piece of paper to write on. And a broken pencil. But I will write small so I can tell all. I address it to you, Mutti, though you are gone from me forever. I write in English, to learn better, because I want to make myself be understood. 2 2 Previewing Preview the story to get an idea of what you are going to read about. Read the title and first few sentences of the story. Skim the text. Look at the photos. What do you find out about the story by previewing it? Literary Element Theme Each girl has a first impression of the other girl. What is that impression based on? How does each girl react to the other? Do you think this might be a clue to what the theme of the story is? 1 Barbed wire is twisted wire with sharp points attached to it. It is used for fences. 2 Mutti (MOO tee) is a way of saying Mommy in German. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 35

48 UNIT 1 READING WORKSHOP 4 Interactive Reading Your Notes Today another girl came. With more sweets. A girl with yellow hair and a false smile. Yonni and Zipporah and Ruth, my friends, all grabbed for the sweets. Like wild animals. Like... like prisoners. But we are not wild animals. And we are no longer prisoners. Even though we are still penned in. I stared at the yellow-haired girl until she was forced to look down. Then I walked away. When I turned to look back, she was gone. Disappeared. As if she had never been. Leah September 2, 1944 Dear Diary, I brought the refugee kids oranges today. Can you believe it they didn t know you re supposed to peel oranges first. One boy tried to eat one like an apple. He made an awful face, but then he ate it anyway. I showed them how to peel oranges with the second one. After I stopped laughing. Mom says they are going to be coming to school. Of course they ll have to be cleaned up first. Ugh. My hand still feels itchy from where one little boy grabbed it in his. I wonder if he had bugs. Suzy September 2, 1944 My dear Mutti, Today we got cereal in a box. At first I did not know what it was. Before the war we ate such lovely porridge 3 with milk straight from our cows. And eggs fresh from the hen s nest, though you know how I hated that nasty old chicken. How often she pecked me! In the German camp, it was potato soup with 3 Porridge (POR ij) is hot cereal. 36 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

49 Interactive Reading UNIT 1 READING WORKSHOP 4 onions when we were lucky, without either onion or potato when we were not. And after, when I was running from the Nazis, it was stale brown bread, if we could find any. But cereal in a box that is something. 3 I will not take a sweet from that yellow-haired girl, though. She laughed at Yonni. I will not take another orange fruit. Leah September 5, 1944 Dear Diary, So how are those refugee kids going to learn? Our teachers teach in English. This is America, after all. I wouldn t want to be one of them. Imagine going to school and not being able to speak English or understand anything that s going on. I can t imagine anything worse. Suzy 3 Key Reading Skill Understanding Text Structure When did Leah eat porridge with fresh milk? When did she try cereal from a box? Circle the signal words that show the order of events. September 5, 1944 My dear Mutti, The adults of the Americans say we are safe now. And so 4 we must go to their school. But I say no place is safe for us. Did not the Germans say that we were safe in their camps? And there you and baby Natan were killed. And how could we learn in this American school anyway? I have a little English. But Ruth and Zipporah and the others, though they speak Yiddish 4 and Russian and German, they have no English at all. None beyond thank you and please and more sweets. 4 Key Reading Skill Understanding Text Structure How much time has passed since Suzy and Leah fi rst saw one another through the fence? (Hint: Look at the dates of the diary entries.) 4 Yiddish (YIH dish) is a language spoken by Jews of eastern and central European background. It is based on German and includes words from other languages of that area of Europe. Yiddish is written in Hebrew letters. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 37

50 UNIT 1 READING WORKSHOP 4 Interactive Reading Your Notes And then there is little Avi. How could he go to this school? He will speak nothing at all. He stopped speaking, they say, when he was hidden away in a cupboard by his grandmother who was taken by the Nazis after she swore there was no child in the house. And he was almost three days in that cupboard without food, without water, without words to comfort him. Is English a safer language than German? There is barbed wire still between us and the world. Leah September 14, 1944 Dear Diary, At least the refugee kids are wearing better clothes now. And they all have shoes. Some of them still had those stripy pajamas on when they arrived in America. The girls all wore dresses to their first day at school, though. They even had hair bows, gifts from the teachers. Of course I recognized my old blue pinafore. 5 The girl with the dark braids had it on, and Mom hadn t even told me she was giving it away. I wouldn t have minded so much if she had only asked. It doesn t fit me anymore, anyway. The girl in my old pinafore was the only one without a name tag, so all day long no one knew her name. Suzy 5 A pinafore (PIN uh for) is a dress with a low neck and no sleeves that buttons in the back. It is usually worn with a blouse or as an apron over another dress. 38 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

51 Interactive Reading UNIT 1 READING WORKSHOP 4 September 14, 1944 My dear Mutti, I put on the blue dress for our first day. It fit me well. The color reminded me of your eyes and the blue skies over our farm before the smoke from the burning darkened it. Zipporah braided my hair, but I had no mirror until we got to the school and they showed us the toilets. They call it a bathroom, but there is no bath in it at all, which is strange. I have never been in a school with boys before. They have placed us all in low grades. Because of our English. I do not care. This way I do not have to see the girl with the yellow hair who smiles so falsely at me. But they made us wear tags with our names printed on them. That made me afraid. What next? Yellow stars? I tore mine off and threw it behind a bush before we went in. Leah 5 September 16, 1944 Dear Diary, Mr. Forest has assigned each of us to a refugee to help them with their English. He gave me the girl with the dark braids, the one without the name tag, the one in my pinafore. Gee, she s as prickly as a porcupine. I asked if I could have a different kid. He said I was the best English student and she already spoke the best English. He wants her to learn as fast as possible so she can help the others. As if she would, Miss Porcupine. Her name is Leah. I wish she would wear another dress. Suzy 5 Literary Element Theme Often, a problem in a story is a clue to what the theme is. Do you think Suzy has a problem understanding the children in the camp? Why or why not? Active Learning and Note Taking Guide, ELL Course 2, Unit 1 39

52 UNIT 1 READING WORKSHOP 4 Interactive Reading English Language Coach Context Clues The word shelter may sound familiar to you. But do you know what it means here? Take a look at the words and sentences around shelter to see if they clarify its meaning. What clues do you fi nd? How do they help explain the meaning of the word? 6 September 16, 1944 My dear Mutti, Now I have a real notebook and a pen. I am writing to you at school now. I cannot take the notebook back to the shelter. Someone there will surely borrow it. I will instead keep it here. In the little cupboard each one of us has been given. 6 I wish I had another dress. I wish I had a different student helping me and not the yellow-haired girl. Leah September 20, 1944 Dear Diary, Can t she ever smile, that Leah? I ve brought her candy bars and apples from home. I tried to give her a handkerchief with a yellow flower on it. She wouldn t take any of them. Her whole name is Leah Shoshana Hershkowitz. At least, that s the way she writes it. When she says it, it sounds all different, low and growly. I laughed when I tried to say it, but she wouldn t laugh with me. What a grouch. And yesterday, when I took her English paper to correct it, she shrank back against her chair as if I was going to hit her or something. Honestly! Mom says I should invite her home for dinner soon. We ll have to get her a special pass for that. But I don t know if I want her to come. It s not like she s any fun at all. I wish Mr. Forest would let me trade. Suzy 40 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

53 Interactive Reading UNIT 1 READING WORKSHOP 4 September 20, 1944 My dear Mutti, The girl with the yellow hair is called Suzy Ann McCarthy. It is a silly name. It means nothing. I asked her who she was named for, and she said, For a book my mom liked. A book! I am named after my great-grandmother on my mother s side, who was an important woman in our village. I am proud to carry on her name. 7 This Suzy brings many sweets. But I must call them candies now. And a handkerchief. She expects me to be grateful. But how can I be grateful? She treats me like a pet, a pet she does not really like or trust. She wants to feed me like an animal behind bars. If I write all this down, I will not hold so much anger. I have much anger. And terror besides. Terror. It is a new word for me, but an old feeling. One day soon this Suzy and her people will stop being nice to us. They will remember we are not just refugees but Jews, and they will turn on us. Just as the Germans did. Of this I am sure. Leah September 30, 1944 Dear Diary, Leah s English is very good now. But she still never smiles. Especially she never smiles at me. It s like she has a permanent frown and permanent frown lines between her eyes. It makes her look much older than anyone in our class. Like a little old lady. I wonder if she eats enough. She won t take the candy bars. And she saves the school lunch in her napkin, hiding it away in her pocket. She thinks no one sees her do it, but I do. Does she eat it later? Literary Element Theme Do you think Leah has a problem understanding Suzy? Could that be a clue to the theme? Literary Element Theme Are Suzy s feelings toward Leah changing? Do you think that wondering about someone might be a fi rst step toward understanding the person? Might the theme of this story have to do with understanding other people? Active Learning and Note Taking Guide, ELL Course 2, Unit 1 41

54 UNIT 1 READING WORKSHOP 4 Interactive Reading Your Notes I m sure they get dinner at the shelter. Mom says they do. Mom also says we have to eat everything on our plates. Sometimes when we re having dinner I think of Leah Shoshana Hershkowitz. Suzy September 30, 1944 My dear Mutti, Avi loves the food I bring home from school. What does he know? It is not even kosher. 6 Sometimes they serve ham. But I do not tell Avi. He needs all the food he can get. He is a growing boy. I, too, am growing fast. Soon I will not fit into the blue dress. I have no other. Leah October 9, 1944 Dear Diary, They skipped Leah up to our grade, her English has gotten so good. Except for some words, like victory, which she pronounces wick-toe-ree. I try not to laugh, but sometimes I just can t help it! Leah knows a lot about the world and nothing about America. She thinks New York is right next to Chicago, for goodness sakes! She can t dance at all. She doesn t know the words to any of the top songs. And she s so stuck up, she only talks in class to answer questions. The other refugees aren t like that at all. Why is it only my refugee who s so mean? Suzy 6 Kosher (KOH shur) is a Yiddish word meaning fit or proper to eat according to Jewish law. 42 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

55 Interactive Reading UNIT 1 READING WORKSHOP 4 October 9, 1944 My dear Mutti, I think of you all the time. I went to Suzy s house because Mr. Forest said they had gone to a great deal of trouble to get a pass for me. I did not want to go so much, my stomach hurt the whole time I was there. 9 Suzy s Mutti was nice, all pink and gold. She wore a dress with pink roses all over it and it reminded me of your dress, the blue one with the asters. You were wearing it when we were put on the train. And the last time I saw you at the camp with Natan. Oh, Mutti. I had to steel my heart against Suzy s mother. If I love her, I will forget you. And that I must never do. 10 I brought back food from her house, though, for Avi. I could not eat it myself. You would like the way Avi grows bigger and stronger. And he talks now, but only to me. He says, More, Leah, please. And he says light for the sun. Sometimes when I am really lonely I call him Natan, but only at night after he has fallen asleep. Leah October 10, 1944 Dear Diary, Leah was not in school today. When I asked her friend Zipporah, she shrugged. She is ill in her stomach, she said. What did she eat at your house? I didn t answer Nothing, though that would have been true. She hid it all in a handkerchief Mom gave her. Mom said, She eats like a bird. 7 How does she stay alive? Suzy 9 Literary Element Theme Why do you think Leah tries not to love Suzy s mother? How might the way Leah acts affect other people s ability to understand her? 10 English Language Coach Context Clues Of course, you ve heard the word steel before. But you ve probably never heard it used this way. Look for context clues that will help you understand it here. Then tell what word or words you would use in place of steel. 7 When people say someone eats like a bird, they are saying the person hardly eats anything. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 43

56 UNIT 1 READING WORKSHOP 4 Interactive Reading October 11, 1944 Dear Diary, They ve asked me to gather Leah s things from school and bring them to the hospital. She had to have her appendix 8 out and nearly died. She almost didn t tell them she was sick until too late. Why did she do that? I would have been screaming my head off with the pain. Mom says we have to visit, that I m Leah s American best friend. Hah! We re going to bring several of my old dresses, but not my green one with the white trim. I don t want her to have it. Even if it doesn t fit me anymore. Suzy Literary Element Theme Suzy knows that reading Leah s diary is wrong. But does it help her understand Leah better? Do you think the theme might have something to do with not judging someone until you know about that person s experiences? October 12, 1944 Dear Diary, 11 I did a terrible thing. I read Leah s diary. I d kill anyone who did that to me! 11 At first it made no sense. Who were Mutti and Natan, and why were they killed? What were the yellow stars? What does kosher mean? And the way she talked about me made me furious. Who did she think she was, little Miss Porcupine? All I did was bring candy and fruit and try to make those poor refugee kids feel at home. Then, when I asked Mom some questions, carefully, so she wouldn t guess I had read Leah s diary, she explained. She said the Nazis killed people, mothers and children as well as men. In places called concentration camps. And that all the Jews people who weren t Christians like us had to wear yellow stars on their clothes so they could be spotted blocks and 8 The appendix (uh PEN diks) is a finger-shaped sack found in the belly. If it becomes swollen or infected, it can cause sharp pain and often has to be removed. 44 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

57 Interactive Reading UNIT 1 READING WORKSHOP 4 blocks away. It was so awful I could hardly believe it, but Mom said it was true. How was I supposed to know all that? How can Leah stand any of us? How could she live with all that pain? Suzy Your Notes October 12, 1944 My dear Mutti, Suzy and her mother came to see me in the hospital. They brought me my notebook so now I can write again. I was so frightened about being sick. I did not tell anyone for a long time, even though it hurt so much. In the German camp, if you were sick and could not do your work, they did not let you live. But in the middle of the night, I had so much fever, a doctor was sent for. Little Avi found me. He ran to one of the guards. He spoke out loud for the first time. He said, Please, for Leah. Do not let her go into the dark. The doctor tells me I nearly died, but they saved me. They have given me much medicines and soon I will eat the food and they will be sure it is kosher, too. And I am alive. This I can hardly believe. Alive! Then Suzy came with her Mutti, saying, I am sorry. I am so sorry. I did not know. I did not understand. Suzy did a bad thing. She read my notebook. But it helped her understand. And then, instead of making an apology, she did a strange thing. She took a red book with a lock out of her pocket and gave it to me. Read this, she said. And when you are out Active Learning and Note Taking Guide, ELL Course 2, Unit 1 45

58 UNIT 1 READING WORKSHOP 4 Interactive Reading How do you think both Suzy and Leah would answer the question Why would someone read this story? of the hospital, I have a green dress with white trim I want you to have. It will be just perfect with your eyes. I do not know what this trim may be. But I like the idea of a green dress. And I have a new word now, as well. It is this: diary. A new word. A new land. And it is just possible a new friend. 12 Leah Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

59 Interactive Reading UNIT 1 READING WORKSHOP 4 After You Read Suzy and Leah Skill Review: Understanding Text Structure Identify three events from Suzy and Leah. Name one effect for each event. Review the story to identify the transition words or phrase that connected the event and effect. An example is done for you. Event Effect Leah got cereal in a box. Transition words before after Leah is happy not to have stale brown bread like she had while running from the Nazis. Event Effect Event Transition words Transition words Effect Active Learning and Note Taking Guide, ELL Course 2, Unit 1 47

60 UNIT 1 READING WORKSHOP 4 Interactive Reading Skill Review: Theme Review the events in Suzy s diary entries and Leah s letters to identify the story s theme. In the chart below, show how Suzy and Leah change in the ways they think about each other. Date How the girls think about each other August 5 and September 2, 1944 Event: Suzy and Leah first see each other at the refugee camp Sample response: They don t understand each other and don t seem to like each other. Leah thinks Suzy is fake. Suzy seems to think the refugees are disgusting. September 16 and 20 Event: Suzy and Leah must work together at school. October 11 and 12 Event: Write what you think the theme of this story is. Use the notes you wrote in the chart above to help you figure out the theme. THEME 48 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

61 COMPARING LITERATURE WORKSHOP How to Compare Literature: Theme (Reading with Purpose, pp ) Preview Skim the information on theme. Scan the title, headings, paragraphs, and illustrations. What aspect of a reading will you be comparing in this lesson? Cues Notes What is comparing? Comparing is What is theme? how to fi nd the theme Summer Reading The First Book Theme is Find theme by asking??? Alike Different Active Learning and Note Taking Guide, ELL Course 2, Unit 1 49

62 COMPARING LITERATURE WORKSHOP Note Taking Summary Define theme. Theme is the Explain what to look at in comparing literature. what parts are different Name two techniques you can use to compare pieces of literature Identify three questions to ask that will help to determine a reading s theme. How would he or she answer Why do we read?? 50 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

63 Interactive Reading COMPARING LITERATURE WORKSHOP Before You Read Summer Reading What You ll Learn Reading Skill: How to Compare Literary Element: Theme Connect Describe the kinds of reading you like to do in the summer. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. An example has been done for you. category (KAT uh for ee) n. a division, type, or group in a list or system Example: Hip hop is a category of music. gestured (JES churd) v. showed (something) by a motion of the hand or other part of the body consciously (KAWN shus lee) adv. knowingly; on purpose browsed (browzd) v. looked through in a casual way Why Do We Read? encounter (in KOWN tur) n. an unexpected meeting Summer Reading describes how a new world opened up to the narrator through books one summer. Active Learning and Note Taking Guide, ELL Course 2, Unit 1 51

64 COMPARING LITERATURE WORKSHOP Interactive Reading Before You Read The First Book As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Reading Skill: How to Compare Literary Element: Theme Connect Think of a time when a friend came to you for advice about doing something they ve never done but you have done many times. Write a sentence that tells the kind of advice you give to the person. Why Do We Read? Word Power Review the vocabulary words for the Comparing Literature Workshop. Write a short paragraph using at least three of the words. category gestured consciously browsed vividly encounter In The First Book, the poet gives advice to someone just about to start reading their fi rst book. 52 Course 2, Unit 1 Active Learning and Note Taking Guide, ELL

65 Interactive Reading COMPARING LITERATURE WORKSHOP Tie It Together Identify the themes of Summer Reading and The First Book by fi lling in the chart below. The first row of the chart is completed for you. What is this writer telling me? Summer Reading a story about books he read one summer as a boy The First Book what it is like to read a book What is the writer s main idea? How would the writer answer the Big Question: Why do we read? Compare the themes of Summer Reading and The First Book. How are the themes alike? How are the themes different? Active Learning and Note Taking Guide, ELL Course 2, Unit 1 53

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67 UNIT 2 Genre Focus Note Taking Biography (Reading with Purpose, p. 132) Preview Skim the information on biography. Name an example of autobiographical writing. Cues Why do we read biography? Notes Use biography to learn about interesting and powerful people key reading skills activating prior knowledge connecting Key Reading Skills recall what you already know about the main character, the topic, or the setting inferring identifying sequence narrator point of view setting Key Literary Elements voice telling the story sensory details Active Learning and Note Taking Guide, ELL Course 2, Unit 2 55

68 Unit 2 Genre Focus Note Taking Summary Create an outline to summarize what you ve learned about the biography genre. Introduction A. Biography is B. Autobiography is I. Why read biographies? A. to learn about interesting and powerful people B. II. C. How to read biographies A. Key Reading Skills 1. activating prior knowledge: recalling what you know about the character, topic, or setting 2. connecting: linking the story to previous experience or knowledge B. Key Literary Elements 1. narrator: voice telling the story Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

69 UNIT 2 READING WORKSHOP 1 Note Taking Skill Lesson: Activating Prior Knowledge (Reading with Purpose, pp ) Preview Skim the information on activating prior knowledge. Write one thing you knew already and one thing you learned. 1. I knew 2. I didn t know Cues What is activating prior knowledge? Notes Activating prior knowledge is How does activating prior knowledge help me? Remembering things I have read, seen, or experienced can help me make predictions To activate prior knowledge Active Learning and Note Taking Guide, ELL Course 2, Unit 2 57

70 UNIT 2 READING WORKSHOP 1 Note Taking Key Literary Element: Narrator (Reading with Purpose, p. 139) Cues learning about a narrator Notes To learn about a narrator try to hear his or her voice Summary Identify narrators and recognize your prior knowledge in the graphic organizer below. If you were reading The Autobiography of Mark Twain Oprah Winfrey: A Biography Derek Jeter: Autobiography of a Sports Star your prior knowledge might include the narrator would be Mark Twain was a writer 58 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

71 Interactive Reading Before You Read UNIT 2 READING WORKSHOP 1 Kids in Action: Dalie Jimenez What You ll Learn Key Reading Skill: Activating Prior Knowledge Key Literary Element: Narrator Connect Think about a social cause or an issue in your school that is important to you. Why is this issue important to you? What action have you taken to advance your cause? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. psychology (sy KAW luh jee) n. the study of human thought and behavior Example: Jill took a psychology class. selfless (SELF lus) adj. having no concern for oneself; thinking of others first campus (KAM pus) n. the land and buildings around a school disadvantaged (dis ad VAN tijd) adj. lacking in basic needs; poor funding (FUN ding) n. money given for a special purpose or reason How Can We Become Who We Want to Be? Read the selection Kids in Action: Dalie Jimenez to learn about how a student took action to help disadvantaged children. Active Learning and Note Taking Guide, ELL Course 2, Unit 2 59

72 UNIT 2 READING WORKSHOP 1 Interactive Reading Key Reading Skill Activating Prior Knowledge What do you already know about getting a head start at something? Keep that in mind as you read. Key Literary Element Narrator How would you describe the narrator s attitude toward Jimenez? (Think about what Lewis has told you so far about Jimenez). English Language Coach Multiple-Meaning Words in Context Use the context to figure out the defi nition of lobby in this sentence. Notice that lobby involves a decision to do something Kids in Action: Dalie Jimenez by Barbara A. Lewis Miami, Florida. When Dalie Jimenez learned in psychology class that reading to young children helps their brains develop, she wondered about disadvantaged kids. Did their parents have the books or the time to read to them? Did they get enough attention to get a good head start? 1 And that s exactly where Dalie s wondering landed her at a Miami Head Start program. (Head Start is a federal program designed to help disadvantaged preschoolers keep pace with other kids their age.) Dalie, then 14, went there to volunteer. Before she went, she told her club, Future Homemakers of America (FHA), about her idea, and about 30 of her friends joined her. 2 We created a library for the children, Dalie said, mostly from donated books. We read to the kids and used puppets to act out stories. We baked goodies for them. A few years later, in 1995, when she heard that Head Start s funding was about to be cut by a third, Dalie knew she had to do something. That huge cut would practically destroy the program. She decided to lobby to restore funding. 3 Dalie and her friends made 600 paper dolls to send to politicians. They wrote on the dolls, Don t give up Head Start. She went to the legislative hearing in her state and spoke to the senators, lobbied, and handed out flyers, all aimed at convincing the lawmakers not to allow the huge cut in funding. 60 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

73 Interactive Reading UNIT 2 READING WORKSHOP 1 Then with the help of FHA, Dalie went to the U.S. Congress in person. She followed up by writing a letter to the editor of the Miami Herald. Dalie and her friends weren t the only ones who cared. The media publicized the problem in magazines and newspapers. Such efforts started a chain reaction 1 of protest against cutting funding. The result of all this combined outrage? The lawmakers did not cut the funding and the program was saved. When Dalie heard the good news, she hugged her FHA friends. Then she went back to Head Start and hugged her little friends, who reached up, touched her hair, climbed on her lap, and begged for another story, not understanding that this dedicated young volunteer had just helped to shape their future. 4 4 As you read, you may come across words that you may want to know more about. Circle those words on the page. You can add them to your Hot Words Journal at the back of this book. Does Jimenez fight for her dreams or accept defeat easily? Explain. 1 A chain reaction is a series of events in which each event causes the next. A protest is an expression of disapproval or disagreement. In a chain reaction of protest, one protest leads to another. Active Learning and Note Taking Guide, ELL Course 2, Unit 2 61

74 UNIT 2 READING WORKSHOP 1 After You Read Kids in Action: Dalie Jimenez Skill Review: Activating Prior Knowledge Interactive Reading Identify what you already know about young children and programs like Head Start. Brainstorm about each of these topics and write your responses. books pencils, notebook paper what children need in order to learn a safe environment, parents and teachers who care about them give them learning materials and a safe place to study what children need in order to grow what programs like Head Start do for children Define what it means to get a head start at something. 62 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

75 Interactive Reading UNIT 2 READING WORKSHOP 1 Skill Review: Narrator Evaluate the kinds of words the author uses to describe Jimenez. What information about Jimenez does the author include? How does she describe Jimenez? How do these descriptions reveal the author s feelings about Jimenez? Jimenez is concerned about disadvantaged kids and creates a library to help them. Analyze the author s word choices to determine if she has a bias for or against Jimenez. Do you feel the author is giving you a fair picture, or does Jimenez seem too good to be true? Explain your answer. Active Learning and Note Taking Guide, ELL Course 2, Unit 2 63

76 UNIT 2 READING WORKSHOP 2 Note Taking Skill Lesson: Connecting (Reading with Purpose, pp ) Preview Scan the information on connecting. Write two things you think you will learn. Cues What is connecting? Notes Connecting is How does it help? Connecting helps you understand situations you re reading about Ask Questions to Help You Connect to Reading Do I know anyone like this character? Do I know anyone who has done what this character is doing? 64 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

77 Note Taking UNIT 2 READING WORKSHOP 2 Key Literary Element: Point of View (Reading with Purpose, p. 159) Cues fi rst and third person point of view Notes In fi rst-person point of view, the narrator tells about himself or herself uses the pronoun In third-person point of view, the narrator tells the story Summary Identify a situation you shared with a friend or family member. Compare the different points of view about that situation in the diagram below. Me Our connections My friend or relative Describe an experience you had together, using the fi rst-person point of view. Then describe the same experience using third-person. first person: third person: Active Learning and Note Taking Guide, ELL Course 2, Unit 2 65

78 UNIT 2 READING WORKSHOP 2 Interactive Reading Before You Read Toward a Rainbow Nation As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Key Reading Skill: Connecting Key Literary Element: Point of View Connect Do people at your school tend to hang out with other people who are like them? Or do different types of people mix together? Write about two different groups you see. Word Power Use each word in a sentence. subjected (sub JEK tid) v. exposed (to); forced to hear or see How Can We Become Who We Want To Be? Read the selection Toward a Rainbow Nation to find out about how a girl in South Africa experiences life after Apartheid. Example: Scott was subjected to a massive amount of math homework that year. cultures (KUL churz) n. groups of people who share a history and way of life cliques (kliks) n. groups of people who leave others out optimistic (awp tuh MIS tik) adj. taking the view that things will turn out well 66 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

79 Interactive Reading UNIT 2 READING WORKSHOP 2 Toward a RAINBOW Nation by Lavendhri Pillay P eople ask me all the time, What are you? I say I m South African. Then they say, No-no-no, but what are you? When I was small, I was always told that my great-grandfather came from India to pick sugarcane, but my family doesn t really have ties to India anymore. So I say, I was born here, I ve lived here my whole life, I don t know anything else, so I m South African. I ve grown up different from a lot of other teenagers in South Africa because I ve been subjected to all different races and different kinds of people. I m a really lucky person. 1 Since I was seven, I ve gone to school at Sacred Heart, where everybody s completely mixed. We ve got Coloured, black, British, Chinese, white, Indian, Afrikaans, 1 everybody. So from an early age I learned to accept these different people. In our school it s about what kind of reputation you make for yourself, what kind of person you are. I ve lived in Yeoville 2 most of my life with my mother, sister, and two brothers. It s a place where 1 Under the apartheid laws, a person of more than one race was called coloured. South Africa was once a British colony, and this is the British spelling. The Afrikaans are descendants of the Dutch settlers who moved to South Africa in the 1600s. 2 Yeoville (YOH vil) is a part of the city of Johannesburg where people of different races live in the same neighborhoods. Key Reading Skill Connecting Do you know many people who are different from you in some way? Have you made friends with some of them? Explain. Active Learning and Note Taking Guide, ELL Course 2, Unit

80 UNIT 2 READING WORKSHOP 2 Interactive Reading Key Literary Element Point of View Who is the narrator of this article? How can you tell? What do you know about the narrator so far? Key Reading Skill Connecting Pillay says she always learns something when she visits her friends homes because everyone lives differently. What have you learned from visiting a friend s home? 2 3 many cultures live. It s really nice living here because you get to find out about people and what their lives are like. You re not judging them; you can actually get to know what s going on with them. People in Yeoville don t care about what you look like; people are just themselves. I have a really big group of friends, and within that group we have the whole country. But there s never been any weirdness between us at all. We aren t black, white, Indian, or Coloured; we re just us. We don t actually look at anybody s race; it s just, Hey, you re my friend, you re a nice person, I like you. 2 We do regular teenage things together. We gossip a lot like normal girls, and on the weekends we sleep over at each other s houses and phone people and find out what they ve been doing. We talk about music; we go to the movies; we swim. Because we re mixed, we re more powerful; we get to learn from each other. If I were to be in a completely Indian community, it would always be the same things. But when I visit my friends homes, I see differences in their settings, and all of our families deal with things totally differently. It s always a learning experience. 3 I ve also been to Soweto and Eldorado Park [a Coloured township near Johannesburg] many times, and I ve been able to see what other people are actually going through. It s good for me to see that I m not the only person on earth and that not everybody lives like me. I ve been able to grow up with everything I need. If I didn t see those places, I would think that everybody had normal houses and enough money to do what they wanted like I do. Then I think I d be quite small-minded. 68 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

81 Interactive Reading UNIT 2 READING WORKSHOP 2 A lot of our parents call my friends and me the rainbow nation. I think it makes them feel good to see us together; it s kind of like what everybody should be like racial-wise, how people should interact with each other, but don t. When our parents were small, they had apartheid, they didn t have the opportunity to mix, and I m sure they envy us for having all of the new experiences that they never would have even dreamed of having when they were young. 4 But as a nation I don t think we can call ourselves the rainbow people yet. Most South Africans are still completely trapped in apartheid mentally. I ve had a lot of experiences with racism, like at this restaurant when the people there wouldn t serve us because of our color. Everybody else got up and left when we came in, and then it took half an hour for the waiter to come serve us and then an hour to get our breakfast. Even though apartheid s not law anymore, it s still alive. People still divide themselves into these cliques: black, Coloured, Indian, white. Like when my friends and I go to the mall, we notice that other people give us really weird looks. I think it s because we re so mixed, and others have been raised with this wall blocking them. They re like, Wow, what s wrong with that group? How can they be comfortable with each other? I think it s good for people to see us, because it s showing them that you can have fun with another race; it s not abnormal. People need to see that aside from their cultural differences and their skin color, we all need the same basics: We all need to breathe, drink water, eat; we re all exactly the same. They should just look beyond what they ve been taught, 4 Key Reading Skill Connecting According to Pillay, her generation and her parents generation have had different experiences. How has your childhood differed from your parents? As you read, you may come across words that you may want to know more about. Circle those words on the page. You can add them to your Hot Words Journal at the back of this book. Active Learning and Note Taking Guide, ELL Course 2, Unit 2 69

82 UNIT 2 READING WORKSHOP 2 Interactive Reading English Language Coach Multiple-Meaning Words What does used mean here? It has something to do with getting to know people. Based on what Pillay says and thinks about her future, do you think she will work alone or with others to achieve her goals? What do you think she will do to become who she wants to be? 5 6 they should try and have an open mind about things. Most South Africans will probably find this very difficult, but it s definitely worth it. If someone did come up to us and say she wanted to mix, we d say, All right, come join us! If she was scared, I d say, I know it might be difficult because you haven t done it before, but all you have to do is think about what kind of people they are and not what they look like. Try closing your eyes and talking to them, and then you ll get used to them and eventually you won t think about where they re from. You ll learn to appreciate people for who and what they are, to see past everything. 5 I think people my age should learn about apartheid because it is our past, it s our parents and our grandparents, it affects us. If we know the history of our country, we ll be able to know what was wrong about what people did, and not to do it again. But at the same time, I think we should be making a future. We can t just get stuck in one place, always staying on the same subject. My generation was lucky enough to not have been part of the struggle against apartheid, to have been only young when elections happened; we ve grown up in other times when race is no longer governed by law, no longer an obligation. That gives us the freedom to address anything. We need to learn how to move on, to look at other issues that affect us, to try and do better, more different things. Our generation is more open-minded than our parents, and this makes me optimistic about this country. Since it s up to us, I think we can change things Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

83 Interactive Reading After You Read UNIT 2 READING WORKSHOP 2 Toward a Rainbow Nation Skill Review: Connecting Examine how you feel when you are around people who are different from you. Write words that come to mind in the diagram below. How do I feel when I am around people who are different from me? Compare your feelings and views to those of Pillay in Toward a Rainbow Nation. How are they similar and how are they different? Write two sentences comparing and contrasting your views of diversity with Pulley s. Active Learning and Note Taking Guide, ELL Course 2, Unit 2 71

84 UNIT 2 READING WORKSHOP 2 Interactive Reading Skill Review: Point of View Locate the I statements that Pillay uses to write about her life in Toward a Rainbow Nation. I m South African. I Organize a paragraph about Pillay below. As you consider what to write, think about Pillay s personality. Is she someone you d like to know? Would you choose her as a friend? Why or why not? Topic sentence: Pillay values diversity and wants others to value that, too. Detail: Detail: Detail: Pillay has a large group of Pillay s group of friends is friends. diverse. Conclusion: 72 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

85 UNIT 2 READING WORKSHOP 3 Note Taking Skill Lesson: Making Inferences (Reading with Purpose, pp ) Preview Skim the information on making inferences. Write one thing you knew already, and one thing you learned. Cues 1. I knew 2. I didn t know Notes What is inferring? Inferring is your knowledge Why do I need to infer? Make inferences because authors don t include every detail. Authors assume readers know what they mean. look for motives To make inferences Active Learning and Note Taking Guide, ELL Course 2, Unit 2 73

86 UNIT 2 READING WORKSHOP 3 Note Taking Key Literary Element: Setting (Reading with Purpose, p. 179) Cues What is setting? Notes Setting is Summary Apply your knowledge of setting and how to make inferences in the graphic organizer below. What can you infer from each of these situations? What setting can you imagine for each situation? The girls huddled together as the wind howled outside their tent. Inference: The girls were camping. It was stormy out. Setting: the woods, the backyard, a campground The girls huddled together and whispered as the new girl passed by. Inference: Setting: The girls huddled together beside the soccer field and cheered. Inference: Setting: 74 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

87 Interactive Reading UNIT 2 READING WORKSHOP 3 Before You Read New Directions What You ll Learn Key Reading Skill: Inferring Key Literary Element: Setting Connect Describe a time when you decided to make a change in your life. What motivated you to change? How did it feel? What were the results of this change? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. conceded (kun SEE dud) v. admitted to be true or right Example: Alex conceded that Juan was right. meticulously (muh TIK yuh lus lee) adv. carefully and correctly assess (uh SES) v. to determine the meaning or importance of; to analyze ominous (AW muh nus) adj. threatening harm or evil How Can We Become Who We Want to Be? Read the selection New Directions to find out how Annie Johnson changed her life for the better. Active Learning and Note Taking Guide, ELL Course 2, Unit 2 75

88 UNIT 2 READING WORKSHOP 3 Interactive Reading New Directions by Maya Angelou Key Reading Skill Inferring What reason did William Johnson say he had for ending their marriage? What did he not say? What would you say was his real motive? 1 I n 1903 the late Mrs. Annie Johnson of Arkansas found herself with two toddling sons, very little money, a slight ability to read and add simple numbers. To this picture add a disastrous marriage and the burdensome fact that Mrs. Johnson was a Negro. When she told her husband, Mr. William Johnson, of her dissatisfaction with their marriage, he conceded that he too found it to be less than he expected, and had been secretly hoping to leave and study religion. He added that he thought God was calling him not only to preach but to do so in Enid, Oklahoma. He did not tell her that he knew a minister in Enid with whom he could study and who had a friendly, unmarried daughter. They parted amicably, 1 Annie keeping the one-room house and William taking most of the cash to carry himself to Oklahoma. 1 Annie, over six feet tall, big-boned, decided that she would not go to work as a domestic 2 and leave her precious babes to anyone else s care. There was 1 When Annie and William parted amicably, they went their separate ways without feelings of anger or unfriendliness. 2 A domestic is a household servant. 76 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

89 Interactive Reading UNIT 2 READING WORKSHOP 3 no possibility of being hired at the town s cotton gin or lumber mill, but maybe there was a way to make the two factories work for her. In her words, I looked up the road I was going and back the way I come, and since I wasn t satisfied, I decided to step off the road and cut me a new path. She told herself that she wasn t a fancy cook but that she could mix groceries well enough to scare hungry away and from starving a man. She made her plans meticulously and in secret. One early evening to see if she was ready, she placed stones in two five-gallon pails and carried them three miles to the cotton gin. She rested a little, and then, discarding some rocks, she walked in the darkness to the saw mill five miles farther along the dirt road. On her way back to her little house and her babies, she dumped the remaining rocks along the path. 2 That same night she worked into the early hours boiling chicken and frying ham. She made dough and filled the rolled-out pastry with meat. At last she went to sleep. 3 The next morning she left her house carrying the meat pies, lard, an iron brazier, and coals for a fire. Just before lunch she appeared in an empty lot behind the cotton gin. As the dinner noon bell rang, she dropped the savors into boiling fat and the 2 3 Key Literary Element Setting Think about Annie s walk as she carried stones in pails. Where did she go and when? Why did she go there? Key Reading Skill Inferring Think about Annie s reason for making her plans in secret. What motive do you think she had? Active Learning and Note Taking Guide, ELL Course 2, Unit 2 77

90 UNIT 2 READING WORKSHOP 3 Interactive Reading Key Literary Element Setting Remember where and when Annie set up her brazier on the fi rst day she sold meat pies. Why were the time and place important to the success of her new business? Key Reading Skill Inferring Why did Annie sell hot pies at the cotton gin and cold ones at the saw mill one day, then do the opposite the next day? 4 5 aroma rose and floated over to the workers who spilled out of the gin, covered with white lint, looking like specters. 3 4 Most workers had brought their lunches of pinto beans and biscuits or crackers, onions and cans of sardines, but they were tempted by the hot meat pies which Annie ladled out of the fat. She wrapped them in newspapers, which soaked up the grease, and offered them for sale at a nickel each. Although business was slow, those first days Annie was determined. She balanced her appearances between the two hours of activity. So, on Monday if she offered hot fresh pies at the cotton gin and sold the remaining cooled-down pies at the lumber mill for three cents, then on Tuesday she went first to the lumber mill presenting fresh, just-cooked pies as the lumbermen covered in sawdust emerged from the mill. 5 For the next few years, on balmy spring days, blistering summer noons, and cold, wet, and wintry middays, Annie never disappointed her customers, who could count on seeing the tall, brown-skin woman bent over her brazier, carefully turning the meat pies. When she felt certain that the workers had become dependent on her, she built a stall between the two hives of industry and let the men run to her for their lunchtime provisions. 3 Another name for a ghost is a specter. 78 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

91 Interactive Reading UNIT 2 READING WORKSHOP 3 She had indeed stepped from the road which seemed to have been chosen for her and cut herself a brand-new path. In years that stall became a store where customers could buy cheese, meal, syrup, cookies, candy, writing tablets, pickles, canned goods, fresh fruit, soft drinks, coal, oil, and leather soles for worn-out shoes. 6 Each of us has the right and the responsibility to assess the roads which lie ahead, and those over which we have traveled, and if the future road looms ominous or unpromising, and the roads back uninviting, then we need to gather our resolve and, carrying only the necessary baggage, step off that road into another direction. If the new choice is also unpalatable, without embarrassment, we must be ready to change that as well Key Literary Element Setting Annie Johnson walked two roads. One was a real dirt road. What was the other road? How does Annie respond to unexpected changes in her life? What does the title New Directions mean to Annie? 8 English Language Coach Using Word References Look up the word palatable in a dictionary. Since the prefix un- means not, what would an unpalatable choice be? Active Learning and Note Taking Guide, ELL Course 2, Unit 2 79

92 UNIT 2 READING WORKSHOP 3 Interactive Reading After You Read New Directions Skill Review: Inferring Evaluate what the author has told you about the characters and their actions in New Directions. What can you infer about their motives? What clues support your inferences? The first one is done for you. Why do you think Annie s husband wants to move to Oklahoma? He wants to marry the preacher s daughter. Your clues Why do you think Annie carried rocks to the cotton gin and the mill? Your clues Organize a paragraph using the topic sentence provided that explains what inferences you can make about the kind of person Annie is. Topic sentence: Annie is strong and determined. Detail: Detail: Detail: Conclusion: 80 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

93 Interactive Reading UNIT 2 READING WORKSHOP 3 Skill Review: Setting Describe four settings for the events in New Directions. Explain how each setting is significant to the story. The fi rst one is done for you. Setting 1 Description: Annie s home in Arkansas. Significance: That s where she and her children lived, and the place where she prepared food for her business. Setting 2 Description: Significance: Setting 3 Description: Significance: Setting 4 Description: Significance: Active Learning and Note Taking Guide, ELL Course 2, Unit 2 81

94 UNIT 2 READING WORKSHOP 4 Note Taking Skill Lesson: Understanding Sequence (Reading with Purpose, pp ) Preview Scan the information about understanding sequence. Write one form of sequence on the line below. Cues What is sequence? Notes Sequence is Sequence in biography or autobiography is common forms Common Forms of Sequence Following a sequence helps you recall Signal words for sequence: before, during, next, while, 82 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

95 Note Taking UNIT 2 READING WORKSHOP 4 Key Literary Element: Sensory Details (Reading with Purpose, p. 207) Cues Notes Sensory Details Summary Apply your knowledge of sequence and sensory details by placing fi ve events from your day today in sequence in the organizer below. For each event, identify a sensory detail. Event 1: Detail: Event 2: Event 3: Detail: Event 4: Event 5: Detail: Detail: Detail: Active Learning and Note Taking Guide, ELL Course 2, Unit 2 83

96 UNIT 2 READING WORKSHOP 4 Interactive Reading Before You Read Miracle HANDS As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Key Reading Skill: Understanding Sequence Key Literary Element: Sensory Details Connect Describe someone who has overcome big obstacles in life in order to succeed. Maybe it s someone you know personally or someone you ve read about. Write a sentence describing this person. In another sentence, explain what you ve learned from this person s life. How Can We Become Who We Want to Be? Read the selection Miracle Hands to fi nd out how Chung overcame his physical limitations to achieve his dreams. Word Power Use each word in a sentence. desperate (DES pur ut) adj. so needy as to be willing to try anything Example: Ben was lonely and desperate for a friend. discipline (DIS uh plin) n. control of behavior, especially self-control 84 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

97 Interactive Reading UNIT 2 READING WORKSHOP 4 Miracle HANDS Woosik Chung s hands were cut off when he was 3. Now he s becoming a surgeon. By Christina Cheakalos and Matt Birkbeck When Woosik Chung was in his first year of medical school, a surgeon handed him a scalpel 1 to make a cut during a knee operation. It was quite a rush, says Chung, 28. At that moment, I understood that using my hands as a surgeon was an honor and a privilege. In Chung s case, that moment was very close to a miracle. When he was 3 years old, both his hands were cut off in an accident. Then, in a risky operation, they were successfully reattached. Chung s against-all-odds story started in 1978 as he played hide-and-seek with friends in a town in South Korea. Ducking behind a tractor, the curious little boy reached out to touch the moving fan of the tractor s engine. In a split second, the fan blades cut off both his hands at the wrists. 1 2 Chung s horrified father saw the accident from his apartment window. He and his wife filled a bucket 1 Key Literary Element Sensory Details Circle the words or details that tell you how serious Chung s accident was. 2 English Language Coach Multiple-Meaning Words Use the context around the word curious to fi gure out the right definition in this sentence. 1 A scalpel is a small, very sharp knife used in surgery. Active Learning and Note Taking Guide, ELL Course 2, Unit 2 85

98 UNIT 2 READING WORKSHOP 4 Interactive Reading Key Reading Skill Identifying Sequence The events of Chung s experience are told out of time order in this selection. What event really came first in Chung s life? English Language Coach Multiple-Meaning Words Use the context around the word limbs to fi gure out the right defi nition in this sentence. 3 4 with ice and frantically ran to their screaming son. Both of his hands lay on the ground. 3 The boy s parents carried him to a hospital just blocks away. Since it was a national holiday, there weren t any doctors available who specialized in reattaching limbs. So Chung s father, John, an army surgeon, reattached Woosik s hands himself in a ninehour operation. I had never completed a surgery like that, says John. But I was desperate. I prayed and did my best. 4 His best, it turns out, was first-rate. It didn t seem that way, however, when the doctors removed Chung s casts two months later. The young boy couldn t move his hands. No one knew if Chung would ever regain the use of them. But a couple of years later, Chung was able to move his hands, eventually regaining full use of them. For that, Chung thanks his grandfather, a tae kwon do grand master who used this martial art as his grandson s physical therapy. 2 Chung says his grandfather taught him the discipline he needed to practice several hours a day. 2 Like karate and judo, tae kwon do is a martial art. All three are forms of fighting and exercise. Physical therapy exercises help a person recover from an illness, injury, or surgery. 86 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

99 Interactive Reading UNIT 2 READING WORKSHOP 4 When Chung was 14, his family moved to the United States. After high school, he went to Yale University, where he earned a degree and was also a tae kwon do champ, ranking second in the U.S. He considered trying out for the 2000 Olympics but chose instead to study medicine. When he told me, says his father, I was very happy. 5 When he finishes his five-year program, Chung knows exactly what he wants to be: a hand surgeon. The best way I can thank my dad, says Chung, is to help others in similar situations. 6 Updated 2005, from People, July 14, Key Reading Skill Identifying Sequence Look back at this paragraph. Circle the signal words that help you follow the sequence of events. Why Do We Read? Judging from this article, do you think Chung is willing to work to achieve goals? Active Learning and Note Taking Guide, ELL Course 2, Unit 2 87

100 UNIT 2 READING WORKSHOP 4 Interactive Reading After You Read Miracle HANDS Skill Review: Understanding Sequence The article Miracle Hands is not told in chronological order. Organize the events in this article so that they are in chronological order. For each event, note the signal words, dates, and ages that helped you keep track of the sequence of events. Sequence of Events Both of Chung s hands are cut off in an accident. Signal Word(s) 3 years old Identify one series of cause-and-effect relationships in Chung s life by completing the diagram below. Chung touches the moving fan of the tractor engine. 88 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

101 Interactive Reading UNIT 2 READING WORKSHOP 4 Skill Review: Sensory Details Identify two sentences from the story that show how the writer uses sensory details to help you experience what is happening. Which senses does the writer appeal to? Sensory Details from Story Sense Choose a sentence from the story that includes sensory details. Rewrite the sentence in the space below, leaving out the sensory details. Then answer the questions that follow. How did the sensory details in the original sentence affect your experience of the story? Why do you think these details are important to the story? Active Learning and Note Taking Guide, ELL Course 2, Unit 2 89

102 COMPARING LITERATURE WORKSHOP How to Compare Literature: Setting (Reading with Purpose, pp ) Preview Scan the title, headings, paragraphs, and illustrations. What aspect of a reading will you be comparing in this lesson? Cues Notes What is setting? Setting is where the story takes place specifi c setting details Details of Setting 90 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

103 Note Taking COMPARING LITERATURE WORKSHOP Summary Describe the setting you are in as you are working on this page. Use the graphic organizer below to jot down details about the setting. Then use those details to write a paragraph describing your setting. Place Physical appearance Other characters Time Sounds and smells Other details Active Learning and Note Taking Guide, ELL Course 2, Unit 2 91

104 COMPARING LITERATURE WORKSHOP Interactive Reading Before You Read Barrio Boy As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Reading Skill: How to Compare Literary Element: Setting Connect Scan the title and photographs in Barrio Boy. When and where do you think this story takes place? Who do you think the characters in the story are? Word Power Use each word in a sentence. wholeheartedly (hohl HAR tid lee) adv. sincerely and How Can We Become Who We Want to Be? Read the selection Barrio Boy to fi nd out how the author adjusted to life in a new and unfamiliar culture. enthusiastically Example: Angela wholeheartedly agreed. menace (MEN us) n. threat or danger formidable (for MID uh bul) adj. causing fear because of size, strength, or power obnoxious (ub NAWK shus) adj. annoying and disagreeable persistently (pur SIS tunt lee) adv. over and over again; repeatedly 92 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

105 Interactive Reading Before You Read COMPARING LITERATURE WORKSHOP How I Learned English What You ll Learn Reading Skill: How to Compare Literary Element: Setting Connect Recall your own experience in a new place, such as on the first day of class, or as a newcomer in a group. How did you feel at first? How did your feelings change during or after the experience? Write three sentences describing your experience. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. notions (NOH shunz) n. ideas, beliefs, or opinions Example: His notions about how to shoe a horse were comical. banished (BAN ishd) adj. sent away How Can We Become Who We Want to Be? In How I Learned English, the poet describes how he made friends in a new country. Active Learning and Note Taking Guide, ELL Course 2, Unit 2 93

106 COMPARING LITERATURE WORKSHOP Interactive Reading Tie It Together Analyze the settings of Barrio Boy and How I Learned English by fi lling in the chart below. Then compare the settings of the two stories. Characteristic of Setting Barrio Boy Details How I Learned English Place the Lincoln School an empty lot Time Physical Appearance Sounds and Smells Surrounding Characters How Setting Influenced the Story or Character(s) How Settings Are Alike How Settings Are Different Compare 94 Course 2, Unit 2 Active Learning and Note Taking Guide, ELL

107 UNIT 3 Genre Focus Note Taking The Short Story (Reading with Purpose, p. 254) Preview Scan the information on the short story. What advantages do you think short stories might have over a longer piece of writing? Cues Notes characteristics of short stories Short stories are fi ction, or made up stories, about people and events. They usually have key reading skills drawing conclusions Key Reading Skills use information from text to make a general statement about people, places, events, or ideas explore how you feel about people and events in a selection make ideas of your own from information and ideas in the text Active Learning and Note Taking Guide, ELL Course 2, Unit 3 95

108 Unit 3 Genre Focus Note Taking Cues key literary elements Notes conflict Key Literary Elements the biggest struggle in the story dialogue character plot Summary Match the key literary element from the column on the left with its defi nition on the right. conflict dialogue character plot A. a series of related events in a story that explore and/or solve a problem B. a person in the story C. the biggest struggle in the story D. the characters conversation Match the key reading skill from the column on the left with its defi nition on the right. draw conclusions respond synthesize determine the main idea and supporting details E. form ideas of your own from information and ideas in the story F. find the most important idea and the details that support it G. tell what you like, dislike, or fi nd interesting about the story H. make a general statement about people, places, events, or ideas in the story 96 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

109 UNIT 3 READING WORKSHOP 1 Note Taking Skill Lesson: Drawing Conclusions (Reading with Purpose, pp ) Preview Scan the information on drawing conclusions. Set your own purpose for reading this information. My purpose for reading: Cues What is drawing conclusions? Notes Drawing conclusions is like how drawing conclusions helps Drawing conslusions helps you get all the information you can. To draw conclusions Active Learning and Note Taking Guide, ELL Course 2, Unit 3 97

110 UNIT 3 READING WORKSHOP 1 Note Taking Text Element: Text Features (Reading with Purpose, p. 269) Cues What text features signal important words and ideas? Notes Text Features Signals for important words and ideas: bullets Summary Summarize what you know about drawing conclusions in a sentence. Illustrate the three types of text features that signal important ideas. 98 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

111 Interactive Reading UNIT 3 READING WORKSHOP 1 Before You Read Friendships and Peer Pressure What You ll Learn Key Reading Skill: Drawing Conclusions Text Element: Text Features Connect Think about one of your best friends. What makes that person a good friend? How would you describe your friendship? Why is this person important to you? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. sacrifices (SAK ruh fy siz) n. important things that a person gives up to help others Example: The sacrifices she made helped me get to where I am today. empathize (EM puh thyz) v. to understand another person s feelings persuasive (pur SWAY siv) adj. able to convince others to do something Who Can We Really Count On? Read the selection Friendships and Peer Pressure to find out about the powerful role friendships play in our lives. Active Learning and Note Taking Guide, ELL Course 2, Unit 3 99

112 UNIT 3 READING WORKSHOP 1 Interactive Reading Friendships and Peer Pressure The Importance of Friends Key Reading Skill Drawing Conclusions Before you can draw a conclusion, you have to gather facts and information. This article will give you several ideas about what a good friend is and what a good friend does. Make a list of these qualities. Later, you ll draw a conclusion based on these ideas. 1 Your relationships with friends become especially important during the teen years. Friendships are relationships between people who like each other and who have similar interests and values. 1 Good friendships generally begin when people realize that they have common experiences, goals, and values. Each person must also show a willingness to reach out, to listen, and to care about the needs of the other person. 1 Forming strong friendships is an important part of social health. 2 To make new friends, get involved in activities at school or in the community. For example, join a school club or volunteer at a local youth group. When you participate in activities that you enjoy, you re likely to meet others who share your interests. How Can You Be a Good Friend? A friend is much more than an acquaintance, someone you see occasionally or know casually. Your relationship with a friend is deeper and means more to you. Although there is no accepted test for friendship, most people whom you call friends will have the following qualities: 1 Values are beliefs or ideas about what is important. 2 Being healthy means taking care of your mind and your body. Social health is the part of your life that involves relationships with other people. 100 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

113 Interactive Reading UNIT 3 READING WORKSHOP 1 Trustworthiness. Good friends are there for you when you need support. They are honest with you, they keep their promises, and they don t reveal your secrets. Good friends live up to your realistic expectations. If necessary, these friends would be willing to make sacrifices for you. 2 Caring. Good friends listen carefully when you want to talk. They try to understand how you feel. In fact, they empathize with you when you have strong feelings such as joy, sadness, or disappointment. Friends don t just recognize your strengths and talents they tell you about them and help you develop them. Caring friends might try to help you overcome your weaknesses, but they accept you as you are. They don t hold grudges and can forgive you if you make a mistake. Respect. Good friends will not ask you to do anything that is wrong or dangerous or pressure you if you refuse. They respect your beliefs because they respect you. They also understand that your opinions may be different from theirs, and they realize that this is healthy. Because you and your good friends usually share similar values, they will not expect you to betray those values. If friends disagree, they are willing to compromise, which means to give up something in order to reach a solution that satisfies everyone. Peer Pressure Most of your friends are probably your peers people close to your age who are similar to you in many ways. You may be concerned about what your peers think of you, how they react to you, and whether they accept you. Their opinions can affect your ideas of how you should think and act. This is called peer pressure the influence that people your age have on you to think and act like them. 3 2 English Language Coach 3 Synonyms Look at the word trustworthiness. Honesty and dependability are synonyms for trustworthiness. How is saying that someone is honest or dependable different from saying that he or she is trustworthy? Text Element Text Features Have you noticed that some words are bold and are followed by words in italics? The writers are giving you a definition of important words. Active Learning and Note Taking Guide, ELL Course 2, Unit 3 101

114 UNIT 3 READING WORKSHOP 1 Interactive Reading Key Reading Skill Drawing Conclusions Look at the list you made of things that a good friend is and does. Now think about a friend you have. Based on your list and your own experiences, draw a conclusion about whether your friend is a good friend. 4 Resisting Negative Peer Pressure There may be times when your peers want you to do something that you know is not right. You want to stand your ground, 3 but it s difficult, especially if they are persuasive. You may worry that you will be unpopular or that people will make fun of you if you don t go along. It takes courage to stand up for yourself when others want you to take risks. As a teen you are developing the ability to think for yourself and make more of your own decisions. Even when you re sure of yourself, however, it can be difficult to stand up to your peers. Respect from Your Peers People of all ages want to be well liked by their peers. You, too, probably would like to be popular. Remember, however, that just being popular isn t enough. You also want your peers to respect you to hold you in high regard because of your responsible behavior. Popularity can be based on your possessions or on how you look. What makes a person popular can vary depending on styles and the changing makeup of different groups. Respect, on the other hand, is based on who you are as a complete person. Although it s natural to want to be popular, you may face 4 situations in which you discover that preserving your character is worth more than popularity. If other teens pressure you to take drugs, for example, and you give in, you may become part of a popular crowd. However, you will probably also lose some people s respect. Character traits such as trustworthiness, fairness, and responsibility earn the lasting respect of peers and adults. 4 3 In this sentence, to stand your ground means to not be forced to change your mind. 4 As a verb, to face something is to meet it or deal bravely with it. 102 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

115 Interactive Reading UNIT 3 READING WORKSHOP 1 After You Read Skill Review: Drawing Conclusions Friendships and Peer Pressure Identify important ideas about friendship and peer pressure from the reading. Then draw conclusions based on the ideas you identifi ed. From those conclusions, what general conclusion about friendship and peer pressure can you make? Friendship Conclusions qualities in good friends include trustworthiness, caring, and respect Peer Pressure Conclusions General Conclusion about Friendship and Peer Pressure Active Learning and Note Taking Guide, ELL Course 2, Unit 3 103

116 UNIT 3 READING WORKSHOP 1 Interactive Reading Skill Review: Text Features Locate examples of the following text features in Friendships and Peer Pressure. Then explain how each feature helps you understand the reading. Text Feature Examples How does it help? bold type friendships sacrifices empathize italics bullets 104 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

117 UNIT 3 READING WORKSHOP 2 Note Taking Skill Lesson: Responding (Reading with Purpose, pp ) Preview Skim the information on responding. Write one thing you think you ll learn from this reading. Accept all reasonable responses. One thing I will learn: Cues Notes What is responding? Responding means thinking about What are responses? Responses should be about the reading To respond pay attention to what you think and feel about a text Active Learning and Note Taking Guide, ELL Course 2, Unit 3 105

118 UNIT 3 READING WORKSHOP 2 Note Taking Key Literary Element: Dialogue (Reading with Purpose, p. 301) Cues What is dialogue? Notes Dialogue is To identify dialogue, look for quotation marks Summary Define the process of responding in your own words. Create a dialogue with a friend about a book you have just fi nished reading. Your friend should ask you questions, and you should provide the answers. 106 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

119 Interactive Reading UNIT 3 READING WORKSHOP 2 Before You Read AFTER Twenty YEARS What You ll Learn Key Reading Skill: Responding Key Literary Element: Dialogue Connect Think of a time when your loyalty to a friend or family member was tested. What event or person challenged your loyalty? Did you choose to be faithful to that person? Why or why not? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. habitual (huh BICH oo ul) adj. regular; usual; done out of habit Example: Peanut butter was her habitual sandwich choice. vicinity (vuh SIN ih tee) n. the area around a certain place destiny (DES tuh nee) n. what the future holds for a person corresponded (kor uh SPAWN did) v. wrote letters to each other dismally (DIZ mul ee) adv. in a sad or gloomy way Who Can We Really Count On? Read the selection After Twenty Years to fi nd out if old friends will keep a 20-year-old promise. Active Learning and Note Taking Guide, ELL Course 2, Unit 3 107

120 UNIT 3 READING WORKSHOP 2 Interactive Reading AFTER Twenty YEARS by O. Henry English Language Coach Antonyms Here, the prefi x de- means removed. The chilly winds make people stay indoors, leaving the streets depeopled. This unusual word may not appear in your dictionary or thesaurus, but it s an antonym for populated or crowded. English Language Coach Antonyms Think of an antonym for each of these words: early, majority, closed. 1 2 T he policeman on the beat moved up the avenue impressively. The impressiveness was habitual and not for show, for spectators were few. The time was barely 10 o clock at night, but chilly gusts of wind with a taste of rain in them had well nigh depeopled the streets. 1 Trying doors as he went, twirling his club with many intricate and artful movements, turning now and then to cast his watchful eye down the pacific thoroughfare, the officer, with his stalwart 1 form and slight swagger, made a fine picture of a guardian of the peace. The vicinity was one that kept early hours. Now and then you might see the lights of a cigar store or of an all-night lunch counter; but the majority of the doors belonged to business places that had long since been closed. 2 When about midway of a certain block the policeman suddenly slowed his walk. In the doorway of a darkened hardware store a man leaned, with an unlighted cigar in his mouth. As the policeman walked up to him the man spoke up quickly. 1 Intricate means complicated, and artful means skillful. The pacific thoroughfare is the peaceful street, and stalwart is another word for strong. 108 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

121 Interactive Reading UNIT 3 READING WORKSHOP 2 It s all right, officer, he said, reassuringly. I m just waiting for a friend. It s an appointment made twenty years ago. Sounds a little funny to you, doesn t it? Well, I ll explain if you d like to make certain it s all straight. About that long ago there used to be a restaurant where this store stands Big Joe Brady s restaurant. Until five years ago, said the policeman. It was torn down then. 3 The man in the doorway struck a match and lit his cigar. The light showed a pale, square-jawed face with keen eyes, and a little white scar near his right eyebrow. His scarfpin was a large diamond, oddly set. Twenty years ago tonight, said the man, I dined here at Big Joe Brady s with Jimmy Wells, my best chum, and the finest chap 2 in the world. He and I were raised here in New York, just like two brothers, together. I was eighteen and Jimmy was twenty. The next morning I was to start for the West to make my fortune. You couldn t have dragged Jimmy out of New York; he thought it was the only place on earth. Well, we agreed that night that we would meet here again exactly twenty years from that date and time, no matter what our conditions might be or from what distance we might have to come. We figured that in twenty years each of us ought to have our destiny worked out and our fortunes made, whatever they were going to be. 4 It sounds pretty interesting, said the policeman. Rather a long time between meets, though, it seems to me. Haven t you heard from your friend since you left? 3 Key Literary Element 4 Dialogue What facts do you learn from reading this dialogue? Write down five facts you learned that are taken from the dialogue Does it seem realistic that two men can count on each other to show up after 20 years? 2 A chum is a friend, and a chap is a man or boy. Active Learning and Note Taking Guide, ELL Course 2, Unit 3 109

122 UNIT 3 READING WORKSHOP 2 Interactive Reading Key Reading Skill Responding Your Notes Jimmy says that the West makes a man sharper than New York does. What is your response to his attitude? 5 Well, yes, for a time we corresponded, said the other. But after a year or two we lost track of each other. You see, the West is a pretty big proposition, 3 and I kept hustling around over it pretty lively. But I know Jimmy will meet me here if he s alive, for he always was the truest, staunchest 4 old chap in the world. He ll never forget. I came a thousand miles to stand in this door tonight, and it s worth it if my old partner turns up. The waiting man pulled out a handsome watch, the lids of it set with small diamonds. Three minutes to ten, he announced. It was exactly ten o clock when we parted here at the restaurant door. Did pretty well out West, didn t you? asked the policeman. You bet! I hope Jimmy has done half as well. He was a kind of plodder, 5 though, good fellow as he was. I ve had to compete with some of the sharpest wits going to get my pile. A man gets in a groove in New York. It takes the West to put a razor-edge on him. 5 The policeman twirled his club and took a step or two. I ll be on my way. Hope your friend comes around all right. Going to call time on him sharp? I should say not! said the other. I ll give him half an hour at least. If Jimmy is alive on earth he ll be here by that time. So long, officer. Good-night, sir, said the policeman, passing on along his beat, trying doors as he went. 3 In this sentence, proposition means a challenging opportunity. 4 Staunchest means most loyal and dependable. 5 A plodder is someone who moves slowly, but the meaning here is that Jimmy is not a quick thinker. 110 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

123 Interactive Reading UNIT 3 READING WORKSHOP 2 There was now a fine, cold drizzle falling, and the wind had risen from its uncertain puffs into a steady blow. The few foot passengers astir in that quarter hurried dismally and silently along with coat collars turned high and pocketed hands. And in the door of the hardware store the man who had come a thousand miles to fill an appointment, uncertain almost to absurdity, 6 with the friend of his youth, smoked his cigar and waited. About twenty minutes he waited, and then a tall man in a long overcoat, with collar turned up to his ears, hurried across from the opposite side of the street. He went directly to the waiting man. Is that you, Bob? he asked, doubtfully. Is that you, Jimmy Wells? cried the man in the door. Bless my heart! exclaimed the new arrival, grasping both the other s hands with his own. It s Bob, sure as fate. 7 I was certain I d find you here if you were still in existence. Well, well, well! twenty years is a long time. The old restaurant s gone, Bob; I wish it had lasted, so we could have had another dinner there. How has the West treated you, old man? Bully; 8 it has given me everything I asked it for. You ve changed lots, Jimmy. I never thought you were so tall by two or three inches. Oh, I grew a bit after I was twenty. Doing well in New York, Jimmy? Moderately. I have a position in one of the city departments. Come on, Bob; we ll go around to a place I know of, and have a good long talk about old times. 6 6 Reviewing Skills Drawing Conclusions You ve gotten a few clues about Jimmy. Can you draw any conclusions about the two men? How are they alike or different? Check your answer by reading the next paragraph. 6 Absurdity is the state of being ridiculous. 7 Fate is your fortune, or what the future holds for you. 8 Here, bully is slang for excellent or in in the best way. Active Learning and Note Taking Guide, ELL Course 2, Unit 3 111

124 UNIT 3 READING WORKSHOP 2 Interactive Reading English Language Coach Antonyms What pair of antonyms has the author used at the beginning of this paragraph? Silky Bob couldn t count on his old friend, Jimmy. But, who could count on Jimmy to do his job? Explain. Would Jimmy be a friend you would count on? Why or why not? 7 8 The two men started up the street, arm in arm. The man from the West, his egotism 9 enlarged by success, was beginning to outline the history of his career. The other, submerged in his overcoat, listened with interest. At the corner stood a drug store, brilliant with electric lights. When they came into this glare each of them turned simultaneously to gaze upon the other s face. The man from the West stopped suddenly and released his arm. You re not Jimmy Wells, he snapped. Twenty years is a long time, but not long enough to change a man s nose from a Roman to a pug. 10 It sometimes changes a good man into a bad one, said the tall man. You ve been under arrest for ten minutes, Silky Bob. Chicago thinks you may have dropped over our way and wires us she wants to have a chat with you. Going quietly, are you? That s sensible. Now, before we go on to the station here s a note I was asked to hand you. You may read it here at the window. It s from Patrolman Wells. 7 The man from the West unfolded the little piece of paper handed him. His hand was steady when he began to read, but it trembled a little by the time he had finished. The note was rather short. Bob: I was at the appointed place on time. When you struck the match to light your cigar I saw it was the face of the man wanted in Chicago. Somehow I couldn t do it myself, so I went around and got a plain clothes man 11 to do the job. Jimmy 8 9 A person s egotism is a great sense of self-importance. 10 A Roman nose is long and bold. A pug nose is short and thick. 11 Jimmy met Bob in his police uniform. A plain clothes man is a police officer who is working but not wearing his uniform. 112 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

125 Interactive Reading After You Read UNIT 3 READING WORKSHOP 2 AFTER Twenty YEARS Skill Review: Responding Express three responses to the story. Support each response with details from the story and your own experiences. Response: Supporting Detail Supporting Detail Response: Response: Supporting Detail Supporting Detail Supporting Detail Supporting Detail Active Learning and Note Taking Guide, ELL Course 2, Unit 3 113

126 UNIT 3 READING WORKSHOP 2 Interactive Reading Skill Review: Dialogue Draw rectangles around two sections of the dialogue in After Twenty Years that helped you better understand the story and the characters. Summarize each section of dialogue in the spaces below, and then answer the questions that follow. Summary of first marked dialogue: What does this section of dialogue tell you about the characters? How does this dialogue affect your experience of the story? Summary of second marked dialogue: What does this section of dialogue tell you about the characters? How does this dialogue affect your experience of the story? 114 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

127 UNIT 3 READING WORKSHOP 3 Note Taking Skill Lesson: Synthesizing (Reading with Purpose, pp ) Preview Scan the information on synthesizing. How does synthesizing use ideas to create ideas? Cues What is synthesizing? Notes Synthesizing combines what you learn about characters and plot + to create a new idea. Why is synthesizing important? Synthesizing is important because Synthesize As you read: After you read: Active Learning and Note Taking Guide, ELL Course 2, Unit 3 115

128 UNIT 3 READING WORKSHOP 3 Note Taking Literary Element: Nonfiction (Reading with Purpose, p. 333) Cues What is nonfi ction? Notes Nonfiction Nonfiction is about Nonfiction uses subheads to Summary Explain synthesizing by completing the graphic organizer below. Define these terms. nonfi ction: subhead: + = 116 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

129 Interactive Reading Before You Read UNIT 3 READING WORKSHOP 3 FRIENDS Forever What You ll Learn Key Reading Skill: Literary Element: Connect Synthesizing Nonfiction Write two sentences describing a conflict you had with a friend. What caused the conflict? How did you both respond? Were you able to resolve your differences? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. The fi rst sentence is done for you. possessive (puh ZES iv) adj. wanting to keep something for oneself Example: Joe s sister is very possessive of her CDs. sincerity (sin SAIR uh tee) n. the ability to be honest pranks (praynks) n. playful jokes or tricks Who Can We Really Count On? Read the selection Friends Forever to find out how you can build friendships you can count on. Active Learning and Note Taking Guide, ELL Course 2, Unit 3 117

130 UNIT 3 READING WORKSHOP 3 Interactive Reading Mending a broken friendship is never easy, but it s almost always worth the work. Here, three sets of pals talk about the problems they have faced and how they have patched things up. Reviewing Skills Previewing Before you read, circle the subheads. What do the subheads make you think the article is about? 1 by Sari Locker Drifting apart 1 After meeting in seventh grade, Nat Brown and Chris Brennan, both now 15, actually caught grief for being such close pals. Chris s sister would make fun of us, because we would talk all the time, just like girls, says Nat. Despite the teasing, the two teens from Wellesley, Massachusetts, continued their friendship for another year before they started to drift apart. Chris got a girlfriend and started spending all of his time with her, says Nat. I felt like he was ignoring me. The two got over that hump 1 by doing what they do best: communicating. Some guys are insecure, so they can t talk about their feelings, says Chris. But we re big, tough guys, and we can still talk openly. 1 In this sentence, got over that hump means got past that hard time. 118 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

131 Interactive Reading UNIT 3 READING WORKSHOP 3 There was more trouble ahead, however. They both had girlfriends and even less time to share. We played football and lacrosse together, but it wasn t the same, recalls Chris. The friendship might have ended if it hadn t been for a family crisis. Nat s mom was diagnosed with breast cancer last year, says Chris. When I heard his mom was sick, it made me think about him more. I wanted to be there for him. Chris and Nat s friendship is still on the mend, but they re both putting more energy into it these days. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Three was a crowd When Wendy Pennington, 14, moved from Springfield, Missouri, to Wichita, Kansas, she lost her old friends by not keeping in touch. So when her family moved back to Springfield three years later, she was forced to start fresh. Wendy met Jeanette Hodgson and Rita Weston (not her real name), both 14, on the bus ride to school the first day of seventh grade. The three became the best of friends or so it seemed. About a month after they started hanging out together, their relationship underwent a dramatic shift: 2 Rita and Wendy grew closer together and they began to squeeze Jeanette out. Rita would sleep over at Wendy s on school nights just to make me jealous, says Jeanette. Those feelings of rejection took a toll on her. I got really depressed, Jeanette admits. I felt like a loser. 2 It was only when Rita s family moved to Arizona that Wendy realized how unfair she had been to Jeanette. I felt bad that Jeanette had been so upset. Rita was possessive of me, and I didn t stand up to her, she explains. 2 Key Reading Skill Synthesizing Here, the word loser means someone who feels alone or left out. Think about what loser means in this selection. What other meanings can that word have? 2 Dramatic shift is another way to say big change. Active Learning and Note Taking Guide, ELL Course 2, Unit 3 119

132 UNIT 3 READING WORKSHOP 3 Interactive Reading Literary Element Nonfiction The writer is using words that the real teens in the article might use. Cracking up is a way to say laughing really hard. Look for other expressions like cracking up as you read and circle them. After solving their problems and disagreements, how did the teens in this article show that they could count on one another? 3 4 With Rita out of the picture, Wendy could spend her time winning back Jeanette s trust. Before, I didn t say anything to Jeanette about what was happening with Rita. Now I let Jeanette know how lucky I am to have her as a friend. Understandably, Jeanette had her doubts about Wendy s sincerity. I was skeptical at first, says Jeanette. But I had to trust her because I didn t want to lose her as a friend again. Now we re like sisters. And Wendy is grateful that Jeanette didn t hold a grudge. 3 From push to shove At one time, New Yorkers David Santiago, 16, and his pal Efrain Vellon, 15, had a habit of playing pranks back and forth until one day things went too far. We were in science class, and we started throwing pieces of pencils at each other, explains Efrain. Continues David, But when a piece hit Efrain in the face, he thought I was trying to pick a fight. In a matter of minutes, David and Efrain got into a serious shoving match, which their teacher broke up. A few days later, the boys parents met with guidance counselors while the two boys waited outside. At one point, they looked at each other and started cracking up. We saw how stupid it was, says Efrain. Adds David, We let pressures about how guys are supposed to act get to us. 3 Ironically, the fight ended up bringing them closer together. If it weren t for the fight, we probably wouldn t have become such good friends, says Efrain. These days David and Efrain take their friendship more seriously. And if we have a fight, we talk about it. Then we laugh about it, says David. 4 Updated 2005, from Teen People, May 19, When you don t forgive someone for a long time, you hold a grudge. 120 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

133 Interactive Reading UNIT 3 READING WORKSHOP 3 Friendship pitfalls To keep friends, you ll need to avoid some snags. Here s what to watch for. 1. COMPETITION: Whether you re outdoing your friend in school or sports, it s best not to rub it in. Nobody likes a bragging winner. True friends support each other at all times. 2. CHANGE: Everyone grows up, and sometimes that means growing apart from childhood friends. But just because you don t share all the same interests, it doesn t mean you can t stay close. You ll always have one thing in common: your history. 3. PEER PRESSURE: If you start hanging out with a new crowd, you shouldn t be expected to ditch old friends simply because they aren t in that social circle. Remember, the only person qualified to decide whom you should be friends with is you. 4. BOYFRIENDS/GIRLFRIENDS: When one of you finds a boyfriend/girlfriend, it can be the kiss of death for a friendship. So if you ve hooked up, be sensitive to your friend s feelings. Imagine how you would want to be treated if the roles were reversed and you were the one left out. 5. DISTANCE: Separations can put a strain on the strongest relationship. You may have to work a little harder to keep in touch with your pal (there s always and road trips), but you ll cherish your time together even more. Your Notes Active Learning and Note Taking Guide, ELL Course 2, Unit 3 121

134 UNIT 3 READING WORKSHOP 3 Interactive Reading After You Read Skill Review: Synthesizing FRIENDS Forever Combine what you learned from the reading with your own knowledge and experiences to create a new idea. What I Already Knew What lessons have you learned about maintaining strong friendships in your own life? + What I Learned List the challenges the friends encounter in Friends Forever. What advice does the article offer for building strong friendships? = My New Idea What actions can you take to improve your current friendships? 122 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

135 Interactive Reading UNIT 3 READING WORKSHOP 3 Skill Review: Nonfiction Analyze the nonfiction techniques in Friends Forever by answering the questions below. 1. How did the subheads help you as you read? 2. Improve one of the subheads. Write both the old subhead and your new subhead below. 3. What did the author do to communicate more effectively with her target audience of kids and teenagers? 4. Name two things that you learned from the reading. Active Learning and Note Taking Guide, ELL Course 2, Unit 3 123

136 UNIT 3 READING WORKSHOP 4 Note Taking Skill Lesson: Determining the Main Idea (Reading with Purpose, pp ) Preview Cues Skim the information on determining the main idea. Write one thing you knew already and one thing you learned. 1. I knew 2. I didn t know Notes What is the main idea? The main idea is the most important idea in the text reasons to fi nd the main idea Finding the main idea helps you break the text into smaller parts To fi nd the main idea read each paragraph closely 124 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

137 Note Taking UNIT 3 READING WORKSHOP 4 Key Literary Element: Plot (Reading with Purpose, p. 349) Cues Notes What is plot? Plot = exposition Plot Parts introduces characters, setting, and conflict rising action events leading to the climax climax falling action resolution Summary Explain how to find the main idea of a reading. Organize the following plot parts in the correct sequence climax exposition falling action resolution rising action exposition, rising action, Active Learning and Note Taking Guide, ELL Course 2, Unit 3 125

138 UNIT 3 READING WORKSHOP 4 Interactive Reading Before You Read The Brink s Robbery What You ll Learn As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Key Reading Skill: Determining the Main Idea Key Literary Element: Plot Connect Have you ever tried to do something in secret? Maybe you tried to get away with something at home. Or maybe you tried to surprise someone. Write three sentences to describe what happened. Who Can We Really Count On? Read the selection The Brink s Robbery to find out what happens when a group of bank robbers find out they can t count on each other. Word Power Use each word in a sentence. The fi rst one is done for you. flawless (FLAW lus) adj. perfect; without mistakes Example: The skater s routine was fl awless. vaults (vawltz) n. locked rooms or boxes for keeping money and valuables bold (bold) adj. confi dent; daring stunned (stund) adj. shocked; surprised; amazed 126 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

139 Interactive Reading UNIT 3 READING WORKSHOP 4 The Brink s Robbery Joseph Big Joe McGinnis dreamed of committing the perfect crime. In 1948 he hooked up with Tony Fats Pino. by Henry and Melissa Billings P ino shared McGinnis s dream. Together, these two longtime criminals set to work. They spent two years planning a flawless robbery. Nothing would be left to chance. No evidence would be left behind. And, if all went well, they would both end up rich. 1 The two thieves picked a tough target to rob the Brink s Company in Boston. Brink s is an armored car service. It sends steel-plated cars to pick up money from stores around town. The armored cars take the money to Brink s headquarters. There it is counted, sorted, and held until the stores need it again. In 1950, as much as $10 million a day flowed through the Brink s office. 2 McGinnis and Pino planned their robbery with great care. They picked nine other men to join them. These were not just any nine men. Each brought a special skill to the group. Some, for instance, were good drivers or sharp lookout men. Also, seven of the men had to be the same size. McGinnis and Pino chose men who were about five feet nine inches tall and weighed between 170 and 180 pounds. These men would be the ones to enter the Brink s office and bring out the money. They would all dress alike. They would wear the same scary masks, rubbersoled shoes, 1 English Language Coach 2 Word Choice How is saying no evidence would be left behind different than simply saying nothing would be left behind? Why is it a better word choice? Key Literary Element Plot The exposition is the fi rst part of the plot. What have you learned so far about characters, setting, and conflict? Active Learning and Note Taking Guide, ELL Course 2, Unit 3 127

140 UNIT 3 READING WORKSHOP 4 Interactive Reading Key Reading Skill Determining the Main Idea The fi rst sentence of a paragraph will sometimes tell you the main idea of the paragraph. Reread this paragraph. What do you think is the main idea? What supporting details back up the main idea? Key Literary Element Plot You ve already read the exposition of the plot, which introduces the characters, setting, and confl ict. What part of the plot are you reading now? 3 4 gloves, coats, and caps. That would make it hard for the Brink s guards to identify them. (McGinnis would be one of the seven, but Pino was too heavy for the job. He agreed to stay with the getaway truck.) 3 Robbing the Brink s headquarters would not be easy. The place was full of steel vaults and armed guards. McGinnis and Pino knew this. So they took plenty of time. They studied the layout of the building. They found out when the guards were on duty and where they were stationed. They watched the money flow in and out of the office. They knew when the big money was there. One of the toughest problems they faced was the locks. The gang had to pass through five locked doors to get from the street to the Brink s office. McGinnis and Pino came up with a bold plan. Late one night, a few of the gang members slipped into the building. One of them, a professional locksmith, removed the lock on the first door. He took it away and quickly made a key for it. Then that same night he hurried back to the Brink s building. He got the lock back in place before anyone noticed it was missing. 4 The robbers returned on four other nights. Each time they repeated their actions. They made keys for the locks on the four other doors. Now they would be able to walk right into the Brink s office. There, they knew, they would find guards standing inside a wire cage. That was where all the money was. Next, McGinnis and Pino made the gang practice the robbery. More than 20 times, the thieves slipped into the building. They used their keys to unlock door after door. Each time, they got right up to the innermost door. Then they turned and left. At last, McGinnis and Pino decided they were ready for the real thing. On January 17, 1950, they 128 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

141 Interactive Reading UNIT 3 READING WORKSHOP 4 gave the signal. That night, a little before seven o clock, the men took their places. Seven of them put on masks and sneaked into the building. They opened the five locked doors. At 7:10 p.m., they opened the innermost door. They were in the Brink s office. There, as expected, they saw five guards. The guards were all inside the wire cage, counting money. The thieves stuck their guns through the holes in the cage. This is a stickup, one growled. Open the gate and don t give us any trouble. Thomas Lloyd, the head guard, looked at the seven drawn guns. He knew it was hopeless to put up a fight. He instructed one of the other guards to go ahead and open the cage door. 5 Inside the cage, the thieves ordered the guards to lie facedown on the floor. They tied the guards hands behind their backs. In addition, they tied their feet together and put tape across their mouths. Then the crooks grabbed the money. They took all they could carry. In total, they stole more than 1,200 pounds in coins, bills, and checks. By 7:27 p.m. they were out of the building. The robbery had gone perfectly. In cash alone, they had made off with exactly $1,218,211.29! 6 When news of the heist 1 spread, people were stunned. They hadn t thought anyone would ever dare rob Brink s. But, clearly, someone had. The police had no clues about who had done it. They searched everywhere. They organized a huge manhunt, but they didn t even know whom they were looking for. All they knew for sure was that the seven robbers were of medium weight and height. 5 6 Key Literary Element Plot The robbery is finally taking place. What part of the plot is this? Reviewing Skills Responding What are your thoughts at this point? Has anything surprised you? 1 Heist is another word for robbery. Active Learning and Note Taking Guide, ELL Course 2, Unit 3 129

142 UNIT 3 READING WORKSHOP 4 Interactive Reading Think about the Big Question. Do you think the gang members can really count on one another? Why or why not? 7 Meanwhile, the Brink s robbers played it safe. They drove the loot 2 to the home of Jazz Maffie in nearby Roxbury. Then each man went back home to his family. The next day they all went to their regular day jobs as if nothing had happened. The thieves stayed calm. They waited a month before splitting up the money. Each man got about $100, For six years, the police tried to solve the crime. They failed. But during that time, trouble was brewing inside the gang. One of the robbers did not like the way the money had been divided. Specs O Keefe began demanding a larger share of the loot. McGinnis and the others became worried. They feared O Keefe might go to the police. So they hired a gunman named Trigger Burke to kill him. One day Burke opened fire as O Keefe drove by in his car. Luckily for O Keefe and unluckily for the rest of the gang Burke missed his target. Furious about the attack, O Keefe did turn to the police. He told them the whole story. The police quickly rounded up all the Brink s robbers. The 11 men were brought to trial in All of them, including Specs O Keefe, were found guilty. Since O Keefe had helped solve the crime, however, police allowed him to go free. The rest of the gang got long prison terms. In the end, then, the dream of Big Joe McGinnis and Fats Pino had turned into a nightmare. 2 Loot is stolen goods or money 130 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

143 Interactive Reading After You Read UNIT 3 READING WORKSHOP 4 The Brink s Robbery Skill Review: Determining the Main Idea Select four paragraphs that are important in the development of the plot of this story. Draw rectangles around those paragraphs in the reading. Then write the main idea from each of those paragraphs in the spaces below. The first main idea is completed for you. Paragraph 1 Main Idea: Two criminals choose a robbery target. Paragraph 2 Main Idea: Paragraph 3 Main Idea: Paragraph 4 Main Idea: State the main idea of the story, based on the main ideas from the paragraphs you selected and your summary. Main Idea: Active Learning and Note Taking Guide, ELL Course 2, Unit 3 131

144 UNIT 3 READING WORKSHOP 4 Interactive Reading Skill Review: Plot Identify the events of different parts of the plot of The Brink s Robbery. The Exposition box is completed for you. Climax Rising Action Bank robbers and their plan to rob the bank are introduced. Exposition Falling Action Resolution 132 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

145 COMPARING LITERATURE WORKSHOP How to Compare Literature: Plot (Reading with Purpose, pp ) Preview Scan the title, headings, paragraphs, and illustrations. What aspect of literature will you be comparing in this lesson? Cues Notes characters Characteristics of narrative poems and short stories types of confl ict parts of plot Confl ict occurs between Plot Parts two people or groups introduction of the characters, setting, and situation or conflict complications added to the confl ict the point in the story when reader s interest is highest Active Learning and Note Taking Guide, ELL Course 2, Unit 3 133

146 COMPARING LITERATURE WORKSHOP Note Taking Summary Organize the parts of plot in the correct sequence. rising action exposition Explain the role of conflict in each part of the plot. 134 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

147 Interactive Reading Before You Read Lob s Girl COMPARING LITERATURE WORKSHOP What You ll Learn Reading Skill: How to Compare Literary Element: Plot Connect Lob s Girl explores the strong friendship between a girl and her dog. Write a sentence to describe a relationship you know of between a person and his or her pet. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. secretive (SEE krih tiv) adj. hidden or private Example: Julie was secretive about her past. hurtle (HUR tul) v. to move fast with a lot of force aggrieved (uh GREEVD) adj. feeling insulted or unfairly treated succeeded (suk SEED ed) v. followed; happened after haggard (HAG urd) adj. worn as a result of grief, worry, or illness agitated (AJ uh tayt ud) adj. excited, nervous, or disturbed; stirred up Who Can We Really Count On? Read Lob s Girl to learn about a girl who could rely on her dog. Active Learning and Note Taking Guide, ELL Course 2, Unit 3 135

148 COMPARING LITERATURE WORKSHOP Interactive Reading Before You Read The Highwayman What You ll Learn As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Reading Skill: How to Compare Literary Element: Plot Connect Tales of doomed love have been told by storytellers and songwriters throughout history. On the lines below, write a sentence to describe a song or story you know that tells a sad love story. Why do you think such tales are popular around the world? Who Can We Really Count On? In The Highwayman, the poet describes the loyalty of love even in the face of death. Word Power Use each word in a sentence. The fi rst one is done for you. torrent (TOR unt) n. a strong rush of anything flowing swiftly and wildly Example: The rain came down in a torrent. jest (jest) n. a joke, prank, or amusing remark writhed (rythd) v. twisted and turned, as from suffering 136 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

149 Interactive Reading COMPARING LITERATURE WORKSHOP Tie It Together Compare the plots of Lob s Girl and The Highwayman by fi lling in the chart below. Exposition Lob s Girl The Pengelly family adopts Lob, who finds them at their beach home. The Highwayman The highwayman is in love with the innkeeper s daughter, Bess. Rising action Climax Falling action Resolution Active Learning and Note Taking Guide, ELL Course 2, Unit 3 137

150 138 Course 2, Unit 3 Active Learning and Note Taking Guide, ELL

151 UNIT 4 Genre Focus Note Taking Persuasive Writing (Reading with Purpose, pp ) Preview Skim the information on persuasive writing. Name some examples of persuasive writing. Editorials, essays, advertising Cues Notes key reading skills Key Reading Skills understanding persuasive techniques Look at the tools writers use to make you believe them. key literary elements style tone Key Literary Elements writer s form of expression attitude the author has toward a subject or audience Active Learning and Note Taking Guide, ELL Course 2, Unit 4 139

152 Unit 4 Genre Focus Note Taking Summary Identify two additional sources of persuasion. 1. television 2. Formulate questions to apply the key reading skills you studied. In order to: understand persuasive techniques Ask: How is the argument built? What sources are used? Can the information be proved? distinguish fact and opinion identify the author s purpose and perspective compare and contrast Formulate questions to recognize key literary elements. To recognize: tone diction, language, and word choice Ask: How does the writer express herself or himself? What is the author s attitude toward the subject? What reasons does the writer use to support his or her ideas? 140 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

153 UNIT 4 READING WORKSHOP 1 Note Taking Skill Lesson: Understanding Persuasive Techniques (Reading with Purpose, pp ) Preview Scan the information on understanding persuasive techniques. Predict one thing you think you will learn. Cues persuasive techniques and their use Notes Defi nition: Persuasive Techniques Used in: How does understanding persuasive techniques help me? To identify persuasive techniques, look for: facts, statistics, quotes that support opinions Understanding persuasive techniques helps me: recognize when someone is trying to convince me Active Learning and Note Taking Guide, ELL Course 2, Unit 4 141

154 UNIT 4 READING WORKSHOP 1 Note Taking Key Literary Element: Style (Reading with Purpose, p. 499) Cues Notes Style in a short story involves many elements, including dialogue and description kinds of words a writer uses in descriptions Summary Identify three additional persuasive techniques. 1. supporting an opinion with facts Name four things to look for when you think about style in a short story Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

155 Interactive Reading Before You Read UNIT 4 READING WORKSHOP 1 Thank You, M am What You ll Learn Key Reading Skill: Understanding Persuasive Techniques Key Literary Element: Style Connect Think of someone you don t know personally who has influenced you to make a positive change. What did this person say or do to influence you? What change did you make as a result? Write two sentences describing your experience. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. The first one has been done for you. slung (slung) adj. hung or thrown loosely Example: Carlos swung his backpack over his shoulder. frail (frayl) adj. weak; easily broken barren (BAIR un) adj. bare; empty; dull or uninteresting Who Influences Us and How Do They Do So? Read the selection Thank You M am to find out how an old woman persuades a young boy to change his ways. Active Learning and Note Taking Guide, ELL Course 2, Unit 4 143

156 UNIT 4 READING WORKSHOP 1 Interactive Reading Key Literary Element Style Think about the style of this description. Are the words simple or fancy? Are the sentences easy to follow or diffi cult to understand? 1 Thank You, On the basis of your responses, describe the style of this paragraph. Then explain how the style makes you feel about the story. Key Reading Skill Understanding Persuasive Techniques The woman is doing most of the persuading. What is her opinion of what the boy has tried to do? M amby Langston Hughes S he was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap and she carried it slung across her shoulder. It was about eleven o clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boy s weight, and the weight of the purse combined caused him to lose his balance so, instead of taking off full blast as he had hoped, the boy fell on his back on the 2 sidewalk, and his legs flew up. The large woman simply turned around and kicked him right square in his blue jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled. 1 After that the woman said, Pick up my pocketbook, boy, and give it here. She still held him. But she bent down enough to permit him to stoop and pick up her purse. Then she said, Now ain t you ashamed of yourself? Firmly gripped by his shirt front, the boy said, Yes m. The woman said, What did you want to do it for? The boy said, I didn t aim to. She said, You a lie! Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

157 Interactive Reading UNIT 4 READING WORKSHOP 1 By that time two or three people passed, stopped, turned to look, and some stood watching. If I turn you loose, will you run? asked the woman. Yes m, said the boy. Then I won t turn you loose, said the woman. She did not release him. I m very sorry, lady, I m sorry, whispered the boy. Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain t you got nobody home to tell you to wash your face? No m, said the boy. Then it will get washed this evening, said the large woman starting up the street, dragging the frightened boy behind her. 3 He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans. The woman said, You ought to be my son. I would teach you right from wrong. Least I can do right now is to wash your face. Are you hungry? No m, said the being-dragged boy. I just want you to turn me loose. Was I bothering you when I turned that corner? asked the woman. No m. But you put yourself in contact with me, said the woman. If you think that that contact is not going to last awhile, you got another thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones. Sweat popped out on the boy s face and he began to struggle. Mrs. Jones stopped, jerked him around in front of her, put a half nelson about his neck, and continued to drag him up the street. When she got to her door, she dragged the boy inside, down a hall, and into a large kitchenette-furnished room at the rear of the house. She switched on the light and left the As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. 3 English Language Coach Denotation and Connotation Look at all the words related to dragging. Dragging means the same thing as pulling or tugging. Think about the connotations of the word dragging. Why might Hughes have chosen this word instead of another one? Active Learning and Note Taking Guide, ELL Course 2, Unit 4 145

158 UNIT 4 READING WORKSHOP 1 Interactive Reading Reviewing Skills Activating Prior Knowledge Roger s question is based on some prior knowledge of who goes to jail and why. What knowledge do you have about that? Where did you learn it? How might Roger have learned what he knows or thinks he knows? Key Reading Skill Understanding Persuasive Techniques Mrs. Jones is trying to grab Roger s attention. If you were Roger, what would surprise you about what Mrs. Jones said? 4 5 door open. The boy could hear other roomers laughing and talking in the large house. Some of their doors were open, too, so he knew he and the woman were not alone. The woman still had him by the neck in the middle of her room. She said, What is your name? Roger, answered the boy. Then, Roger, you go to that sink and wash your face, said the woman, whereupon she turned him loose at last. Roger looked at the door looked at the woman looked at the door and went to the sink. Let the water run until it gets warm, she said. Here s a clean towel. You gonna take me to jail? asked the boy, bending over the sink. 4 Not with that face, I would not take you nowhere, said the woman. Here I am trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe you ain t been to your supper either, late as it be. Have you? There s nobody home at my house, said the boy. Then we ll eat, said the woman. I believe you re hungry or been hungry to try to snatch my pocketbook. I wanted a pair of blue suede shoes, 1 said the boy. Well, you didn t have to snatch my pocketbook to get some suede shoes, said Mrs. Luella Bates Washington Jones. You could of asked me. M am? 5 The water dripping from his face, the boy looked at her. There was a long pause. A very long pause. After he had dried his face and not knowing what else to do dried it again, the boy turned around, wondering what 1 Blue suede shoes are men s shoes made of soft leather. These shoes became popular in the late 1950s after Elvis Presley recorded a hit song called Blue Suede Shoes. 146 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

159 Interactive Reading UNIT 4 READING WORKSHOP 1 next. The door was open. He could make a dash for it down the hall. He could run, run, run, run, run! The woman was sitting on the daybed. 2 After a while she said, I were young once and I wanted things I could not get. There was another long pause. The boy s mouth opened. Then he frowned, but not knowing he frowned. The woman said, Um-hum! You thought I was going to say but, didn t you? You thought I was going to say, but I didn t snatch people s pocketbooks. Well, I wasn t going to say that. Pause. Silence. I have done things, too, which I would not tell you, son neither tell God, if he didn t already know. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable. In another corner of the room behind a screen was a gas plate and an icebox. 3 Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse which she left behind her on the daybed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye, if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now. 6 Do you need somebody to go to the store, asked the boy, maybe to get some milk or something? Don t believe I do, said the woman, unless you just want sweet milk yourself. I was going to make cocoa out of this canned milk I got here. 6 Key Reading Skill Understanding Persuasive Techniques Do you think Mrs. Jones is beginning to persuade Roger to behave the way she wants him to? Explain why or why not. 2 A daybed is a sofa that can be converted into a bed. 3 The gas plate is a small version of a stovetop, with burners fueled by gas. Before electricity, a block of ice cooled food inside a special box. People use the word icebox to refer to a refrigerator. Active Learning and Note Taking Guide, ELL Course 2, Unit 4 147

160 UNIT 4 READING WORKSHOP 1 Interactive Reading Key Literary Element Style What kind of feeling do the details in this description add? What kinds of things are described? What does Mrs. Jones want to persuade Roger to do? Do you think she is successful? Explain your answer. 7 8 That will be fine, said the boy. She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The woman did not ask the boy anything about where he lived, or his folks, or anything else that would embarrass him. Instead, as they ate, she told him about her job in a hotel beauty shop that stayed open late, what the work was like, and how all kinds of women came in and out, blondes, red-heads, and Spanish. Then she cut him a half of her ten-cent cake. 7 Eat some more, son, she said. When they were finished eating she got up and said, Now, here, take this ten dollars and buy yourself some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook nor nobody else s because shoes come by devilish like that will burn your feet. I got to get my rest now. But I wish you would behave yourself, son, from here on in. She led him down the hall to the front door and opened it. Goodnight! Behave yourself, boy! she said, looking out into the street. The boy wanted to say something else other than, Thank you, m am, to Mrs. Luella Bates Washington Jones, but he couldn t do so as he turned at the barren stoop 4 and looked back at the large woman in the door. He barely managed to say, Thank you, before she shut the door. And he never saw her again. 8 4 A stoop is a porch or set of steps at the entrance of a building. 148 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

161 Interactive Reading After You Read UNIT 4 READING WORKSHOP 1 Thank You, M am Skill Review: Understanding Persuasive Techniques Identify the persuasive techniques that Mrs. Jones uses with Roger in Thank You M am. Write two items in each box below. Mrs. Jones s Persuasive Techniques Statements Supporting Her Opinions Word Choices Unexpected Actions Analyze how Mrs. Jones s persuasive techniques affect Roger. Write a sentence describing his actions. Active Learning and Note Taking Guide, ELL Course 2, Unit 4 149

162 UNIT 4 READING WORKSHOP 1 Interactive Reading Skill Review: Style Analyze elements of the author s style in Thank you, M am. The first one has been done for you. Descriptions Word Choice The author uses phrases like she was a large woman with a large purse to describe the woman. Sentence Length Elements of Style Dialogue Apply what you have learned about the author s style to answer the questions below. 1. What do you think is the author s purpose in writing this story? 2. Do you think the author achieve this goal? Why or why not? 150 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

163 UNIT 4 READING WORKSHOP 2 Note Taking Skill Lesson: Distinguishing Fact and Opinion (Reading with Purpose, pp ) Preview Skim the information on distinguishing fact and opinion. Write one thing you already knew and one thing you will learn. I knew I will learn Cues What is a fact? Notes Fact = Example: What is an opinion? Opinion = Example: To distinguish fact and opinion: check if the title expresses an opinion determine if the parts are Active Learning and Note Taking Guide, ELL Course 2, Unit 4 151

164 UNIT 4 READING WORKSHOP 2 Note Taking Key Literary Element: Tone (Reading with Purpose, p. 425) Cues Notes Tone = Ask yourself: Summary Distinguish fact and opinion in the following sentences. The fi rst one has been done for you. The movie was too violent. Opinion Fact or Opinion? The movie won an award for best picture. That girl is a great singer. The judge ruled in his sister s favor. Identify three questions to ask about tone. Is it positive or negative? 152 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

165 Interactive Reading Before You Read UNIT 4 READING WORKSHOP 2 Oprah WINFREY What You ll Learn Key Reading Skill: Distinguishing Fact and Opinion Key Literary Element: Tone Connect Think of someone who has inspired you to try something new or to achieve more than you thought you could. Maybe this person was a parent, a friend, a coach, or a celebrity. Write a sentence describing how that person inspired you. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. The first one has been done for you. implied (im PLYD) v. suggested; hinted Example: Julie implied she was having a surprise party for her brother. compassion (kum PASH un) n. deep concerns for the troubles of others Who Influences Us and How Do They Do So? Read the selection Oprah Winfrey to find out how actor Sidney Poitier influenced a young girl to achieve her dreams. Active Learning and Note Taking Guide, ELL Course 2, Unit 4 153

166 UNIT 4 READING WORKSHOP 2 Interactive Reading Key Reading Skill 1 Distinguishing Fact and Opinion Does the last sentence of this paragraph state a fact or an opinion? How can you tell? Oprah WINFREY Her influence has reached far and wide by Sidney Poitier Key Literary Element Tone Based on the title, subtitle, and the fi rst paragraphs, how would you describe the writer s tone? 2 The future of a poor African American female born in Kosciusko, Mississippi, on January 29, 1954, was not promising. Oprah Gail Winfrey had enormous obstacles in front of her. She was born to unwed teenage parents and living in a segregated 1 society. For the first six years of her life, Oprah was raised by her maternal 2 grandmother on a farm in rural Mississippi. Oprah s grandmother taught her how to read at an early age. The young girl developed a love for books that continues today. And by the age of 3, she was reciting speeches in church. Oprah often heard her grandmother tell others that Oprah was gifted. Perhaps it was this feeling of being special that helped Oprah get through the difficult years that she would later spend living with her mother. 1 2 Oprah moved in with her mother and half sister in Milwaukee, Wisconsin, when she was 6. She lived in 1 In a segregated society, people of different races or religions live separately. 2 Oprah s maternal grandmother was her mother s mother. 154 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

167 Interactive Reading UNIT 4 READING WORKSHOP 2 a crowded two-bedroom apartment shared with family and friends. Oprah was lonely and unhappy. She suffered both physical and mental abuse from family members and friends of her family. 3 But even during those difficult years, seeds of hope were being planted. On April 13, 1964, 10-year-old Oprah was sitting on the linoleum floor of her mother s apartment watching television. She witnessed an event that connected to something deep inside of her. She saw me, a young African American actor, receive an Academy Award. Sharing in that moment and all it implied, she later told me, caused her to say softly to herself, If he can do that, I wonder what I could do? Life with her mother became worse, and as Oprah grew up, she repeatedly ran away and got in trouble. Her mother tried to place her in a home for troubled teens, but fortunately there were no openings. Oprah s father offered to take her into his home in Nashville, Tennessee. With strict rules and discipline, Oprah s father helped her turn her life around. The journey of Oprah Winfrey had begun. For more than 20 years, Oprah s openness about her own life, compassion for others, and vision for a better world have made her talk show enormously influential. Oprah inspires her viewers to effect change in their lives and the lives of others. She is a perfect example of someone who has succeeded in spite of the disadvantages she has faced. Oprah s wide-ranging charity work with children and families in Africa and elsewhere, her popular book club and magazine, and her contributions to improving race relations all speak to the human family, to touching hearts and leaving each one uplifted. Besides being compassionate, Oprah is well-informed, dazzlingly curious, and as down-to-earth and loving as any human being I ve ever known. 4 From TIME, April 26, 2004 Key Reading Skill Distinguishing Fact and Opinion What information is stated as fact in this paragraph? Active Learning and Note Taking Guide, ELL Course 2, Unit What kinds of infl uence does Oprah have on other people today?

168 UNIT 4 READING WORKSHOP 2 Interactive Reading After You Read Skill Review: Distinguishing Fact and Opinion Oprah WINFREY Classify statements in Oprah Winfrey as either facts or opinions. Then determine how those facts and opinions reflect the author s feelings about Oprah Winfrey. The fi rst two boxes have been done for you. Fact She was born to unwed parents. Opinion Perhaps it was this feeling of being special that helped Oprah get through the difficult years. Fact Opinion Fact Opinion The Author s Feelings About Oprah Winfrey 156 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

169 Interactive Reading UNIT 4 READING WORKSHOP 2 Skill Review: Tone Identify words, phrases, and sentences in Oprah Winfrey that help create the tone. The fi rst item has been done for you. The young girl developed a love for books that continues today. words, phrases, and sentences that create the tone Describe the author s tone at the beginning, middle, and end of the story. Does the tone change? List one example from each part of reading to support your description. Beginning: Middle: End: Active Learning and Note Taking Guide, ELL Course 2, Unit 4 157

170 UNIT 4 READING WORKSHOP 3 Note Taking Skill Lesson: Identifying Author s Purpose and Perspective (Reading with Purpose, pp ) Preview Skim the information on identifying author s purpose and perspective. Write one question you have about the topic. Cues What are purpose and perspective? Notes Purpose = Perspective = reasons to identify purpose and perspective author s feelings about the topic how to identify purpose and perspective author s purpose and perspective purposes for writing informing 158 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

171 Interactive Reading UNIT 4 READING WORKSHOP 3 Key Literary Element: Diction, Language, and Word Choice (Reading with Purpose, p. 457) Cues poetry defi ned Notes Poetry = To learn about a poet s choices, think about: the effect of words or phrases Diction = Summary Identify the author s purpose (or purposes) for writing each of the following. The fi rst one has been done for you. Type of Writing an article on the benefits of vitamins a poem about spring an editorial a training manual to inform readers Purpose Apply what you know about diction, language, and word choice in poetry to write four lines of poetry on a subject of your choice. Active Learning and Note Taking Guide, ELL Course 2, Unit 4 159

172 UNIT 4 READING WORKSHOP 3 Interactive Reading Before You Read The Courage That My Mother Had and Two People I Want to Be Like What You ll Learn As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Key Reading Skill: Identifying Author s Purpose and Perspective Key Literary Element: Diction, Language, and Word Choice Connect If you could have dinner with any two people, from the present or the past, who would you choose and why? Word Power Use each word in a sentence. The first one has been done for you. Who Influences Us and How Do They Do So? Read the poems The Courage That My Mother Had and Two People I Want to Be Like to find out how a mother and two strangers infl uenced these poets. quarried (KWAYR eed) adj. cut or blasted from the earth for use in construction Example: The marker was made from quarried granite. brooch (brohch) n. a piece of jewelry pinned to one s clothing 160 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

173 Interactive Reading UNIT 4 READING WORKSHOP 3 The Courage That My Mother Had 1 Key Reading Skills Identifying Author s Purpose and Perspective How do you think the speaker feels about her mother? Is she happy to have the brooch? by Edna St. Vincent Millay The courage that my mother had Went with her, and is with her still: Rock from New England quarried; Now granite in a granite hill. 5 The golden brooch my mother wore She left behind for me to wear; I have no thing I treasure more: Yet, it is something I could spare. 1 Oh, if instead she d left to me 10 The thing she took into the grave! That courage like a rock, which she Has no more need of, and I have. 2 2 How do you think the speaker s mother infl uenced her? Does she feel that her mother left her with enough courage? Active Learning and Note Taking Guide, ELL Course 2, Unit 4 161

174 UNIT 4 READING WORKSHOP 3 Interactive Reading Key Literary Element Diction, Language, and Word Choice Think about the words punching and slapping and the phrase bagging bottles. Think about how they sound as well as what they mean. How does the author s language affect the rhythm and the feeling of the poem? 3 TWO PEOPLE I Want to Be Like By Eve Merriam Look back at the title of the poem. Why do you think the speaker wants to be like the two people described? 4 That man stuck in traffic not pounding his fists against the steering wheel not trying to shift to the next lane just using the time for a slow steady grin of remembering all the good unstuck times and that woman clerking in the supermarket at rush hour bagging bottles and cartons and boxes and jars and cans punching it all out slapping it all along and leveling a smile at everyone in the line. 3 I wish they were married to each other. Maybe it s better they re not, so they can pass their sweet harmony around Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

175 Interactive Reading After You Read UNIT 4 READING WORKSHOP 3 The Courage That My Mother Had and Two People I Want to Be Like Skill Review: Identifying Author s Purpose and Perspective Analyze one of the poems in this reading by answering the questions below. Title of poem: 1. What is the topic of this poem? 2. What is the poet s perspective on the person or people in the poem? 3. List two words or phrases that tell you how the poet feels. 4. How do you feel as you read the poem? Why? 5. Why do you think the author wrote the poem? What was her purpose? Active Learning and Note Taking Guide, ELL Course 2, Unit 4 163

176 UNIT 4 READING WORKSHOP 3 Interactive Reading Skill Review: Diction, Language, and Word Choice Examine two words or phrases in one of the poems and assess why the poet chose those words and how the words affect you. Poem: Words/Phrases Why do you think the poet chose these words? How do these words affect me? Draw a picture based on what you see as you read the poem you analyzed above. 164 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

177 UNIT 4 READING WORKSHOP 4 Note Taking Skill Lesson: Using Text Structure: Compare and Contrast (Reading with Purpose, pp ) Preview Scan the information on using text structure to compare and contrast. Find definitions for compare and contrast. 1. Compare: 2. Contrast: Cues Notes comparing and contrasting Comparing shows Contrasting shows how it helps Comparing and contrasting helps writers how to identify comparing and contrasting readers What to look for key signal words similarly, on the other hand, however Active Learning and Note Taking Guide, ELL Course 2, Unit 4 165

178 UNIT 4 READING WORKSHOP 4 Note Taking Key Literary Element: Argument (Reading with Purpose, p. 477) Cues What is argument? Notes Argument is writer s purpose for using argument Argument The reader s job when reading argument: Summary understand each argument Write two or three sentences comparing and contrasting two friends or family members. Illustrate the use of argument by writing two sentences. In the fi rst sentence, state an opinion you want readers to accept. In the second sentence, provide an argument to convince your readers Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

179 Interactive Reading Before You Read UNIT 4 READING WORKSHOP 4 Should Naturalized Citizens be PRESIDENT? What You ll Learn Key Reading Skill: Using Text Structure: Compare and Contrast Key Literary Element: Argument Connect What do you think are the most important qualities for a good president? What factors might influence you to vote for or against a candidate? Write a three-sentence description of your ideal president. 1. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book Word Power Use each word in a sentence. The first one has been done for you. principle (PRIN suh pul) n. a basic idea or concept Example: Honesty is a basic guiding principle. relevant (REL un vunt) adj. valid or true ensure (en SHUR) v. to guarantee or make certain requirement (rih KWY ur munt) n. demand or condition assurance (uh SHUR uns) n. confidence; certainty Who Influences Us and How Do They Do So? Read the selection Should Naturalized Citizens be President? to contrast how two writers try to infl uence your opinions about the presidency. Active Learning and Note Taking Guide, ELL Course 2, Unit 4 167

180 UNIT 4 READING WORKSHOP 4 Interactive Reading Should Naturalized Citizens be PRESIDENT? Key Reading Skill Using Text Structure: Compare and Contrast The writer compares the past situation of women and minorities with the current situation of naturalized citizens. Does using this structure make the situation clearer? Explain. 1 The Consitution says that only natural-born citizens can be President. Should we change that? YES My son, Jonah, came to the U.S. from Vietnam as a 4-month-old baby. When his second-grade class studied the presidency, he was told that he cannot run for President when he grows up, even if he wants to. According to the Constitution, only a natural-born Citizen can be President. More than 12.8 million naturalized citizens, including 250,000 foreign-born adoptees like Jonah, are secondclass citizens who cannot hold the highest office in the land. The natural-born-citizen clause violates a central principle of American democracy: All citizens should have equal rights. When written, the Constitution embraced this principle but failed to protect the rights of women and of racial and ethnic minorities. The 14th, 15th, and 19th Amendments have been added to protect these groups. The next step is to remove the natural-born-citizen clause. 1 The Founding Fathers 1 included the... clause so no foreign prince could buy his way into the presidency. This concern is no longer relevant. Some people say 1 The Founding Fathers are the leaders who wrote the U.S. Constitution after the colonies won independence from Great Britain. 168 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

181 Interactive Reading UNIT 4 READING WORKSHOP 4 we still need this clause to ensure that the President is loyal to the country, but naturalized citizens are a very loyal group. Moreover, the Constitution allows any natural-born citizen, loyal or not, to run for President and relies on voting rights and the judgment of the American people to keep disloyal people from being elected. These protections would work just as well if we let naturalized citizens run for President, too. John Yinger, Syracuse University NO America has always been open to foreign-born immigrants becoming full and equal citizens with one exception: Only a natural-born Citizen can become President. This requirement strikes a reasonable balance between our society s openness and the ongoing requirements of national security. One of the legal conditions for becoming an American citizen is to be attached to the principles of the Constitution of the United States. New citizens also must take an oath to renounce all allegiance and fidelity 2 to other nations. But in the case of the presidency we need even more assurance of that allegiance than an oath. 2 The presidency is unique: One person makes crucial decisions, many having to do with foreign policy and national security. With a single executive, there are no checks to override the possibility of foreign influence, or mitigate 3 any lingering favoritism for one s native homeland. 3 2 To take an oath is to swear or promise to do something. To become a citizen, an immigrant must promise to give up (renounce) loyalty (allegiance and fidelity) to any other nation. 3 To make something less important is to mitigate it. Spalding is saying that there is danger in having a foreign-born President who may be too connected to his or her native land. 2 English Language Coach 3 Semantic Slanting Both allegiance and fidelity mean loyalty. Do you think they have positive or negative connotations? How do these words make you feel? Key Literary Element Argument Have the two writers stated their arguments? If so, what sentence in each part of the article states that writer s main argument? Active Learning and Note Taking Guide, ELL Course 2, Unit 4 169

182 UNIT 4 READING WORKSHOP 4 Interactive Reading Which argument do you think is more persuasive? Why? 4 Unlike any other position or office, the attachment 4 of the President must be absolute. This comes most often from being born in and educated and formed by this country. In general, constitutional amendments should be pursued only after careful consideration, when it is necessary to address a great national issue and when there is broad-based support among the American people. That is not the case here. 4 Matthew Spalding, The Heritage Foundation 4 Here, attachment refers to his earlier statement that the President must be dedicated (attached) only to the United States. 170 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

183 Interactive Reading After You Read Skill Review: Compare and Contrast UNIT 4 READING WORKSHOP 4 Should Naturalized Citizens be PRESIDENT? Contrast the arguments for and against allowing naturalized citizens to serve as president. Then draw a conclusion about citizenship and the presidency from each of the arguments. The fi rst box on each side has been done for you. Should Naturalized Citizens Be President? Arguments For Arguments Against All citizens should have equal rights. The presidency requires more assurance than an oath of citizenship. Conclusion: Conclusion: Active Learning and Note Taking Guide, ELL Course 2, Unit 4 171

184 UNIT 4 READING WORKSHOP 4 Interactive Reading Skill Review: Argument Locate statements in the reading that you think best express or support each writer s arguments. Then give your reaction to the statement. Opinion: yes or no Statement My Reaction to the Statement 172 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

185 READING ACROSS TEXTS WORKSHOP Reading for Persuasive Techniques (Reading with Purpose, pp ) Preview Scan the title, headings, paragraphs, and illustrations. What aspect of the selection will you be reading for in this lesson? Cues Notes reading persuasive writing know difference between facts and opinions + + = be able to think for yourself purpose of propaganda tries to Value words (loaded language or glittering generalities) Testimonial Bandwagon Propaganda Types of Propaganda Techniques The writer uses goodsounding words to impress people. Active Learning and Note Taking Guide, ELL Course 2, Unit 4 173

186 READING ACROSS TEXTS WORKSHOP Note Taking Reading for Persuasive Techniques (Reading with Purpose, pp ) Cues Notes Comparison Standards audience writer s purpose Summary Identify the two important things to look for in persuasive writing Create your own examples of each of the following propaganda techniques. Propaganda Technique Example Value words (glittering generalities) Testimonial Bandwagon 174 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

187 Interactive Reading Before You Read READING ACROSS TEXTS WORKSHOP Take the Junk Out of Marketing Food to Kids What You ll Learn Key Reading Skill: How to compare the writer s use of Persuasive Techniques Connect Do you have a favorite food or drink? How would you try to persuade someone to purchase a food or drink that you particularly like? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. The first one has been done for you. prominent (PRAW mih nunt) adj. easy to see; standing out Example: The sign for the sale was prominent in the store s window. entice (en TYS) v. to attract by making (something) seem desirable; tempt Who Influences Us and How Do They Do So? Read the selection Take the Junk Out of Marketing Food to Kids to fi nd out why the writer wants to limit advertising aimed at children. Active Learning and Note Taking Guide, ELL Course 2, Unit 4 175

188 READING ACROSS TEXTS WORKSHOP Interactive Reading Before You Read Grainies What You ll Learn As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Key Reading Skill: How to comare the writer s use of Persuasive Techniques Connect Think about the wall of cereals available at a grocery store. Write a sentence to describe the details of the boxes that you think were designed with kids in mind. How do these boxes differ from boxes designed to appeal to adults? Who Influences Us and How Do They Do So? Read the selection Grainies to fi nd out how the writer tries to persuade the reader to eat the cereal. 176 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

189 Interactive Reading READING ACROSS TEXTS WORKSHOP Tie It Together Analyze the persuasive techniques used in Take the Junk Out of Marketing Food to Kids and Grainies by completing the chart below. Persuasive techniques: Name one persuasive technique and one information source used in the article. Take the Junk Out Grainies Facts or Opinions: List two facts and two opinions. Purpose and perspective: Explain the author s purpose and perspective. Compare and contrast the persuasive techniques in the two readings. List one technique used in each article and explain the effectiveness of each. Active Learning and Note Taking Guide, ELL Course 2, Unit 4 177

190 178 Course 2, Unit 4 Active Learning and Note Taking Guide, ELL

191 UNIT 5 Genre Focus Note Taking Science and Technology Writing (Reading with Purpose, p. 524) Preview Scan the information on science and technology writing. List some developments in science that you have read about or heard about on television or radio. Cues usefulness of science and technology writing Notes Read science and technology writing to: solve problems key reading skills paraphrasing and summarizing using text features Key Reading Skills retelling and summarizing main ideas and details in your own words taking notes author s craft organization Key Literary Elements Active Learning and Note Taking Guide, ELL Course 2, Unit 5 179

192 Unit 5 Genre Focus Note Taking Summary Organize key reading skills. paraphrase and summarize use text features take notes Summarize key literary elements. combination of elements that make up writing; purpose, character, theme, and tone the way an author puts together information an idea and an explanation of that idea 180 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

193 UNIT 5 READING WORKSHOP 1 Note Taking Skill Lesson: Paraphrasing and Summarizing (Reading with Purpose, pp ) Preview Scan the information on paraphrasing and summarizing. Write one thing you knew already, and one thing you learned. I knew I didn t know Cues What does a summary include? Notes A good summary includes the main ideas What is paraphrasing? Paraphrasing is Benefi ts of paraphrasing and summarizing: remember information Effective paraphrasing and summarizing answers the following questions: 1. Who? 2. What? Active Learning and Note Taking Guide, ELL Course 2, Unit 5 181

194 UNIT 5 READING WORKSHOP 1 Note Taking Key Literary Element: Author s Craft (Reading with Purpose, p. 531) Cues elements of author s craft Notes Elements Audience Author s Craft Questions to Ask Who will read this piece of writing? Characters Theme Summary Identify what a summary includes. Define paraphrasing. Identify the elements of the author s craft. Author s Craft 182 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

195 Interactive Reading UNIT 5 READING WORKSHOP 1 Before You Read Cyber Chitchat What You ll Learn Key Reading Skill: Paraphrasing and Summarizing Key Literary Element: Author s Craft Connect List two ways you keep in touch with your friends. How do other members of your family choose to communicate? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. The fi rst one is done for you. monitor (MAW nuh tur) v. to watch over or check on Example: Mrs. Nichol monitored the students progress closely. decipher (dih SY fur) v. to figure out the meaning of atrocious (uh TROH shus) adj. very bad; terrible; horrible poised (poyzd) adj. in a position of being ready Is Progress Always Good? Read the selection Cyber Chitchat to find out how a mother struggles to understand the new way that her daughter keeps in touch with her friends. Active Learning and Note Taking Guide, ELL Course 2, Unit 5 183

196 UNIT 5 READING WORKSHOP 1 Interactive Reading Reviewing Skills Setting a Purpose for Reading In the fi rst paragraph, the author says that children unlearn spelling when they use the Internet. What purpose for reading does this information give you? Key Literary Element Author s Craft One element of author s craft is word choice. Look at how the author spells her daughter s response. Why do you think the author chose to spell her daughter s response in this way? 1 2 Cyber Chitchat by Cindy Kauffman I m glad we teach spelling in our schools. That way, our children can busy themselves unlearning it when they log on to the Internet. 1 One day last week, I stood and watched my thirteen-year-old chat with some friends via . I thought I d take the opportunity to monitor the electronic conversation being passed between these preteens who long ago decided the telephone wasn t good enough for them. Looking over her shoulder, I very quickly found that I needed a translator to decipher what was being said. Squinting down at the monitor, 1 I asked my daughter, What kind of atrocious spelling is that? And what does it mean? Peeved at the interruption, she kept typing and answered, Wat duz WAT mean? 2 That writing on the screen. The jargon 2 your friends are sending you, which sounds an awful lot like the way E.T. 3 talked in the movie. Look here comes some more... CU lata. Now what does that mean? Is it a new coffee flavor of some kind? No, Mom, she answered. It means Oh wait a minute! She quickly typed in, Brb, every1, and turned patronizingly 4 around to me. UC, she began. 1 Here, monitor refers to the computer screen. 2 Jargon is language used by a group of people for a particular activity. 3 E.T. was the title character of the movie E.T. The Extra Terrestrial. He spoke in short, simple words and phrases. 4 Patronizingly means acting as if one is better than others. 184 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

197 Interactive Reading UNIT 5 READING WORKSHOP 1 Whoa! Wait a minute. Say it in English, I admonished. 5 You see, she began again, we use a different type of spelling when we chat online. It s much easier and saves time. It s pronounced the same as always, but it s quicker to type and read. For example, when I want to say, Be right back, everyone, I use, Brb, every1, instead. Or, I ll hit CU lata, rather than type out, See you later. It s a real time-saver. 3 OIC, I said thoughtfully. After observing further, I momentarily asked, Then what about this word, kewl? I assume it means, cool... but it has the same number of letters, either way. Phonetically, it makes more sense, she explained. Why waste time using some English linguist s 6 twist on the alphabet, when kewl comes off the fingers more naturally? Hmm, I mused. I wonder what your second grade teacher would think about that... Oh, you mean Mrs. Jonz? No I mean Mrs. Jones, I corrected. She took great care in teaching you how to spell words like, about, until, know, better, and nothing. Yet for all of her efforts, you re sending messages like this one: Dear Ashley: Can t tell U any more bout that cute kid in our class till I no something. Betta go now; nuttin more to say Me Key Reading Skill Paraphrasing and Summarizing Paraphrase the daughter s explanation for using different spelling online. What is the author s opinion of her daughter s writing? Does she think that technology has a positive or a negative effect on her daughter? 5 Admonished is a way of saying expressed disapproval in a nice way. 6 To spell a word phonetically (fuh NET ik lee) is to spell it the way it sounds when spoken. A linguist (LING gwist) is a person who knows a lot about language. Active Learning and Note Taking Guide, ELL Course 2, Unit 5 185

198 UNIT 5 READING WORKSHOP 1 Interactive Reading Your Notes English Language Coach Content-Area Words What clue from this sentence helps you determine the meaning of the term I.M.? Explain. 5 Looking down at her hands poised on the keyboard, I expected her eyes to start showing some chagrin. 7 Instead, she had them trained on the computer monitor and an incoming response from Ashley. Waz up? it read. Got your message but g2g now, as sorta have gobs of homework. Talk 2U lata, KK? G2g...? I started to ask. Got to go! my daughter answered, typing feverishly. O, I said. And I suppose KK means, OK. Ya. Isn t that rather babyish? Don t you remember the months we spent teaching you how to talk? Have you no appreciation for what you re undoing here? Before I could continue my lecture, the instant-messaging box we d been using to I.M. Ashley suddenly grew into three boxes, each with a different name attached. Then it multiplied into four, then five, and finally six. 5 My young er was really fervent 8 now reading messages from six friends simultaneously, 9 scanning each box for pertinent news and typing in jumbles of consonants in reply. I d never seen anything like it. There had apparently been a prearranged log-on time, which all seven friends honored unconditionally. Clearly, it put to shame the previous generation s system of passing around an in-class note that read, Everyone meet at the swing-set after school so we can all talk. 7 A person showing chagrin feels embarrassment or shame. 8 Someone who is fervent is intense about what he or she is doing. 9 To do things simultaneously is to do them at the same time. 186 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

199 Interactive Reading UNIT 5 READING WORKSHOP 1 I could see why she abbreviated. This was like playing Bingo with six cards at once. Except that these girls could type faster than any Bingo announcer could shout numbers. Cross-eyed from reading and deciphering incoming messages from all parts of the city, I finally closed my eyelids and rubbed them hard, walking away. And I thought my three-way calling telephone service was the ultimate in communication. Obviously, I didn t know what ultimate really was. Now all I need is an adult education course that teaches this new, shoddy-spell language to floundering parents. If I find one, I ll sign up in a heartbeat And b betta off 4 it, I m shur. 6 Key Literary Element Author s Craft The word shoddy means sloppy; poorly made or done. What does the choice to use shoddy-spell tell you about the author s opinion? Active Learning and Note Taking Guide, ELL Course 2, Unit 5 187

200 UNIT 5 READING WORKSHOP 1 Interactive Reading After You Read Cyber Chitchat Skill Review: Paraphrasing and Summarizing Paraphrase the two reasons the author s daughter gave to explain using different spelling online. 1. Shortened forms of words and phrases are quicker to type. 2. Summarize two reasons Kauffman gives her daughter for not using different spelling online. 1. A lot of time and energy has been spent teaching children to spell correctly. 2. Recommend a new title for the selection that better express Kauffman s attitude about the new technology. Your new title 188 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

201 Interactive Reading UNIT 5 READING WORKSHOP 1 Skill Review: Author s Craft Describe Kauffman s reaction to instant messaging as her daughter text messages her friends. Identify three words or phrases that show how she feels. Kauffman s reaction: She is alarmed at the unusual spelling her daughter uses. Evaluate the selection for each element of the author s craft. Elements Evaluation Audience Characters Theme Tone Active Learning and Note Taking Guide, ELL Course 2, Unit 5 189

202 UNIT 5 READING WORKSHOP 2 Note Taking Skill Lesson: Using Text Features (Reading with Purpose, pp ) Preview Skim the information on using text features. Identify three text features Cues Notes Text features are. text features and what they do Feature Type photographs and drawings Uses maps 190 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

203 Note Taking UNIT 5 READING WORKSHOP 2 Key Literary Element: Concept and Definition (Reading with Purpose, p. 559) Cues Notes A word has at least one definition. The same word might also name a concept. Concept is Definition is To begin to understand a concept look at Summary Identify how each type of text structure presents information. photographs and drawings maps footnotes and side notes Write a definition of the word friendship. Then write two sentences that explain the concept of friendship. Definition Friendship means Concept Friendship is show how people or places look Active Learning and Note Taking Guide, ELL Course 2, Unit 5 191

204 UNIT 5 READING WORKSHOP 2 Interactive Reading Before You Read Conserving Resources As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Key Reading Skill: Using Text Features Key Literary Element: Concept and Defi nition Connect Reducing consumption of materials, reusing items, and recycling materials are all ways to conserve resources. List two things your family or your school does to conserve resources? Is Progress Always Good? Read Conserving Resources, to fi nd out about why it is important to conserve resources and how to do so. Word Power Use each word in a sentence. The first one has been done for you. resources (REE sor suz) n. supplies that can be used as needed Example: Trees are valuable resources that are used to make a variety of items. reduce (rih DOOS) v. to use less of; make less of consumption (kun SUMP shun) n. the act of using up, spending, or wasting 192 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

205 Interactive Reading UNIT 5 READING WORKSHOP 2 Conserving Resources from Glencoe Science Resource Use R esources such as petroleum and metals are important for making the products you use every day at home and in school. For example, petroleum is used to produce plastics and fuel. Minerals are used to make automobiles and bicycles. However, if these resources are not used carefully, the environment can be damaged. Conservation is the careful use of earth materials to reduce damage to the environment. Conservation can prevent future shortages of some materials. 1 Reduce, Reuse, Recycle Developed 1 countries such as the United States use more natural resources than other regions, as shown in Figure 1. Ways to conserve resources include reducing the use of materials, and reusing and recycling materials. You can reduce the consumption of materials in simple ways, such as using both sides of notebook paper or carrying lunch to school in a nondisposable container. Reusing an item means finding another use for it instead of throwing it away. You can reuse old clothes by giving them to someone else or by cutting them into rags. The rags can be used in place of paper towels for cleaning jobs around your home. Reducing and reusing are methods of waste prevention. 1 New inventions seem great because they make life easier. But a new product may use up resources. What is the problem with inventing more products that use resources such as petroleum and metal? 1 A developed country uses advanced technology and has a strong economy. Active Learning and Note Taking Guide, ELL Course 2, Unit 5 193

206 UNIT 5 READING WORKSHOP 2 Interactive Reading As you read, you may come across words that you may want to know more about. Circle those words on the page. You can add them to your Hot Words Journal at the back of this book. Reusing Yard Waste Outdoors, you can do helpful things, too. If you cut grass or rake leaves, you can compost these items instead of putting them into the trash. Composting means piling yard wastes where they can decompose gradually. Decomposed material provides needed nutrients for your garden or flower bed. Some cities no longer pick up yard waste to take to landfills. 2 In these places, composting is common. If everyone in the United States composted, it would reduce the trash put into landfills by 20 percent. Key Literary Element Concept and Definition The defi nition of the word consumption is an amount (of something) used up. Look at the bar graph in Figure 1 and read the title and caption. Based on this information, how would you explain the concept of yearly consumption? 2 Recycling Materials If reducing and reusing are not possible, the next best method to reduce the amount of materials in the landfill is to recycle. Recycling is processing waste materials to make a new object. 2 Figure 1 A person in the United States uses more resources than the average person elsewhere. 2 Landfills are places where dirt and garbage are buried in layers. 194 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

207 Interactive Reading UNIT 5 READING WORKSHOP 2 Paper makes up about 40 percent of the mass of trash. Americans throw away a large amount of paper each year. Recycling this paper would use 58 percent less water and generate 74 percent less air pollution than producing new paper from trees. The paper doesn t even include newspapers. More than 500,000 trees are cut every week just to print newspapers. 3 Companies have found that recycling can be good for business. They can recover part of the cost of materials by recycling the waste. Some businesses use scrap materials such as steel to make new products. These practices save money, energy and reduce the amount of waste sent to landfills. Figure 2 shows that the amount of material deposited in landfills has decreased since In addition to saving landfill space, reducing, reusing and recycling can reduce energy use and minimize the need to extract raw materials from Earth. 3 Reviewing Skills Identifying Author s Purpose Authors write with a goal in mind, such as to entertain, to persuade, to inform, and to describe. What purpose do you think the author of this article had? Recycling Methods What types of recycling programs does your state have? Many states or cities have some form of recycling laws. For example, in some places people who recycle pay lower trashcollection fees. In other places a refundable deposit is made on all beverage containers. This means paying extra money at the store for a drink, but you get your money back if you return the container to the store for recycling. There are several disadvantages to recycling. More people and trucks are needed to haul materials separately from your trash. The materials then must be separated at special facilities. In addition, demand Active Learning and Note Taking Guide, ELL Course 2, Unit 5 195

208 Interactive Reading READING WORKSHOP 2 Key Reading Skill Using Text Features Bold headings lead you through this article. Which heading guides you to a section about the number of people living on Earth? for things made from recycled materials must exist, and items made from recycled materials often cost 4 more. 4 The Population Outlook The human population explosion3 already has had an effect on the environment and the organisms that inhabit Earth. It s unlikely that the population will begin to decline in the near future. To make up for this, resources must be used wisely. Conserving resources by reducing, reusing, and recycling is an important way that you can make a difference. Landfill Use in the United States Kg of trash per person per year Figure 2 U.S. trash production is increasing, but trash deposited in landfills is decreasing. In 1980, 82 percent of trash went to a landfill; today, it s only 55 percent, thanks to wastereducing methods such as recycling Course 2, Unit 5 The population explosion is the recent increase in the number of people on Earth. It has occurred because more people are being born and more people are living longer. Active Learning and Note Taking Guide, ELL UNIT 5

209 Interactive Reading After You Read UNIT 5 READING WORKSHOP 2 Conserving Resources Skill Review: Using Text Features Identify three text features used in the story. For each text feature, state the type of feature and describe how it helps you better understand the article. An example is done for you. Text Feature Type of Feature How does it help you? Reduce, Reuse, and Recycle heading It lets me know that I will learn about three ways to conserve resources in this section of the article. Yearly Consumption per Person graph Active Learning and Note Taking Guide, ELL Course 2, Unit 5 197

210 UNIT 5 READING WORKSHOP 2 Interactive Reading Skill Review: Concept and Definition Write what you ve learned about the definition and the concept of conserving resources. Conserving resources Defi nition Concept List three pieces of information from the selection that helped you better understand the concept of conserving resources. 198 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

211 UNIT 5 READING WORKSHOP 3 Note Taking Skill Lesson: Taking Notes (Reading with Purpose, pp ) Preview Scan the information on taking notes. Predict two questions you will be able to answer after this lesson. Question 1: Question 2: Cues ways to take notes Notes Methods of Taking Notes Write ideas on an index card or in a notebook. Write your thoughts on the book page. Underline or circle text in the book. questions to ask Questions to ask about topic Who? What? What to take notes on Active Learning and Note Taking Guide, ELL Course 2, Unit 5 199

212 UNIT 5 READING WORKSHOP 3 Note Taking Literary Element: Theme (Reading with Purpose, p. 591) Cues How can I fi gure out what the theme is? Notes Theme is To understand theme: Look for details that give clues. Summary Identify the process for taking notes. Ask questions about a topic who, what, where, when, why, how. Summarize the key literary element by completing the following sentence. An author develops a, or, in a work of literature. 200 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

213 Interactive Reading UNIT 5 READING WORKSHOP 3 Before You Read Big Yellow Taxi What You ll Learn Key Reading Skill: Literary Element: Connect Taking Notes Theme Have you ever visited a place very different from your own city or town? If so, did that visit make you appreciate things about the place you live more than you had before? If not, what things about your home might you miss if they were no longer there? Write two sentences explaining your thoughts. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. paradise (PAIR uh dys) n. a beautiful, wonderful, happy place; heaven Example: The beach was paradise to the children. boutique (boo TEEK) n. a small, fashionable store Is Progress Always Good? Read the selection Big Yellow Taxi to fi nd out how Joni Mitchell feels about progress. Active Learning and Note Taking Guide, ELL Course 2, Unit 5 201

214 UNIT 5 READING WORKSHOP 3 Interactive Reading Key Reading Skill Taking Notes Review the first stanza, or group of lines. Circle lines that are repeated. What does the author say that asks a question? 1 Big Yellow Taxi by Joni Mitchell They paved paradise And put up a parking lot With a pink hotel, a boutique And a swinging hot spot 5 Don t it always seem to go That you don t know what you ve got Til it s gone They paved paradise And put up a parking lot 1 Literary Element Theme What do the details in lines make you think about? How do you think Mitchell feels about the use of chemicals? How does this information help you to discover the theme of the song? 2 10 They took all the trees And put them in a tree museum And they charged the people A dollar and a half just to seem em Don t it always seem to go, 15 That you don t know what you ve got Til it s gone They paved paradise And put up a parking lot Hey farmer, farmer 20 Put away that DDT* now Give me spots on my apples But leave me the birds and the bees Please! 2 20 D.D.T. is a chemical that farmers used to kill insects. But it also killed the birds that ate those insects. After it was found to be dangerous to humans, D.D.T. was not allowed in the United States. 202 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

215 Interactive Reading UNIT 5 READING WORKSHOP 3 Don t it always seem to go 25 That you don t know what you ve got Til it s gone They paved paradise And put up a parking lot Late last night 30 I heard the screen door slam And a big yellow taxi Took away my old man Don t it always seem to go That you don t know what you ve got 35 Til it s gone They paved paradise And put up a parking lot I said Don t it always seem to go 40 That you don t know what you ve got Til it s gone They paved paradise And put up a parking lot They paved paradise 45 And put up a parking lot They paved paradise And put up a parking lot 3 3 As you read, you may come across words that you may want to know more about. Circle those words on the page. You can add them to your Hot Words Journal at the back of this book. What does Mitchell think about progress? Active Learning and Note Taking Guide, ELL Course 2, Unit 5 203

216 UNIT 5 READING WORKSHOP 3 Interactive Reading After You Read Big Yellow Taxi Skill Review: Taking Notes Identify words or phrases in the first four stanzas of the poem that answer who and what questions. Stanza 1 they Who? What? Stanza 2 they Stanza 3 Stanza 4 Summarize what the author describes as disappearing or gone in each stanza. Stanza 1 paradise Stanza 2 the trees Stanza 3 Stanza Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

217 Interactive Reading UNIT 5 READING WORKSHOP 3 Skill Review: Theme Evaluate Mitchell s message, noting especially the repeated words and phrases. Write the song s theme in the center. In the surrounding ovals, summarize the concept of each stanza, showing how it supports the poem s theme. Supporting Detail Supporting Detail Theme Supporting Detail Progress is not always good because it can destroy nature, relationships, and things. Supporting Detail Active Learning and Note Taking Guide, ELL Course 2, Unit 5 205

218 UNIT 5 READING WORKSHOP 4 Note Taking Skill Lesson: Identifying Problem and Solution (Reading with Purpose, pp ) Preview Preview the information on identifying problem and solution. Predict two things you think you will learn about identifying problem and solution Cues way to organize information Notes Writers use a problem solution structure to. uses of problem/ solution structure words that indicate solution Problem and solution structure helps you understand: what s happening Solution Words Problem Solution 206 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

219 Note Taking UNIT 5 READING WORKSHOP 4 Key Literary Element: Description (Reading with Purpose, p. 605) Cues Notes uses of description Uses of description to help you see, hear, smell, taste, and feel Summary Explain how problem and solution is used by writers. Author introduces the problem. Match the five senses to descriptions that might appeal to them. Sight The scent of jasmine fl oated through the night. Hearing The hot sidewalk burned my feet. Touch Dappled, shifting sunlight fi lled the clearing. Smell The buttery cookie melted on my tongue. Taste At dawn, car horns wake me up. Compose sentences that appeal to two of the senses Active Learning and Note Taking Guide, ELL Course 2, Unit 5 207

220 UNIT 5 READING WORKSHOP 4 Interactive Reading Before You Read MISSING! and Birdfoot s Grampa As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Key Reading Skill: Identifying Problem and Solution Key Literary Element: Description Connect Imagine what would happen in your town if the weather suddenly stayed twenty degrees warmer year round. Write a sentence describing how the change would affect you and your family. Word Power Use each word in a sentence. The first one has been done for you. Is Progress Always Good? Read the selection Missing! and Birdfoot s Grampa to fi nd out the problems that face frogs and toads and what some people are doing to help save them. cope (kohp) v. to deal with and try to overcome problems; often used with the word with Example: She coped with the problem with help from her family. habitat (HAB uh tat) n. the place where a plant or animal naturally lives and grows; home extinction (ek STINGK shun) n. the act of wiping out of existence or being wiped out of existence 208 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

221 Interactive Reading UNIT 5 READING WORKSHOP 4 MISSING! by Claire Miller The frog population in Costa Rica is declining. Scientists search for answers. The cloud-covered mountains of Costa Rica are home to a variety of frogs. Many live in the Monteverde Cloud Forest Reserve. Over the years, cloud coverage has changed in the region. Now, some of the forest s frogs have disappeared, and the changing clouds may be part of their problem. 1 Super Soakers Unlike humans, frogs don t drink water. Instead, they absorb it through their skin. Most of it soaks through a seat patch on their bottoms when they sit on moist ground. In the Monteverde Cloud Forest Reserve, the frogs have depended on the clouds that hang around the mountains to keep the forest floor wet and the mountain streams flowing. Where do the clouds come from? When Earth s water evaporates from oceans, lakes, or puddles, it changes from liquid to water vapor. This water vapor rises when heated by the sun. Strong winds can also blow it upward. In Monteverde, the water vapor would often rise until it ran into cold air around the mountaintops. This cold air condensed the vapor into liquid water droplets. The droplets then clumped together to make up a cloud. 2 Clouds are the form that water takes right before it returns to Earth as rain, snow, sleet, or hail. In Monteverde, when clouds blanketed the mountain, the droplets gathered to make the little pools of water that the frogs need. 1 Key Reading Skill Identifying Problem and Solution What is the problem in the Monteverde Cloud Forest Reserve? Who or what is affected by the problem? 2 English Language Coach Content-Area Words Find the word condensed. Use the context clues around the word to figure out what it means. Active Learning and Note Taking Guide, ELL Course 2, Unit 5 209

222 UNIT 5 READING WORKSHOP 4 Interactive Reading Key Literary Element 3 These days, the clouds often form high in the sky instead of down on the mountains of Monteverde. As a result, the forest floor is drier than it once was. So what s causing this high cloud formation? In recent years, the air temperature in Monteverde has increased. Often the air around the mountaintops is too warm to condense the water vapor. So the water vapor keeps rising until it forms clouds high above the mountains. At the same time, the land below dries out. So the frogs (and their cousins, the toads) have a hard time finding the water they need on the forest floor. 3 Description Science writers must make their descriptions clear and interesting. In this paragraph, the author describes weather changes that are drying out the land. How does the author s description help you picture and understand what s happening? Turning Up the Heat Most scientists believe that people are causing many places on Earth to get warmer, including Monteverde. They call it global warming. People often add to global warming by burning fuels such as oil, natural gas, and coal. These fuels power almost everything we plug in or drive. As the fuels are burned, a gas called carbon dioxide is given off. Carbon dioxide occurs naturally in our atmosphere. It helps to keep Earth warm by holding in the sun s heat. But having too much carbon dioxide in the air is like throwing a heavy blanket around the planet it keeps in too much of the sun s heat, and the world gets warmer. Missing Toad Alan J. Pounds is a scientist who has lived and worked in the Monteverde Cloud Forest Reserve for 24 years and he s noticed a change in cloud cover and frog populations. In the early 1980s, there were hundreds of golden toads, he says. But by 1989, people found only a few of them, and since then, we haven t seen any! High cloud formation caused by global warming is a serious problem. And according to Pounds, it adds to a growing list of troubles that the wildlife of 210 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

223 Interactive Reading UNIT 5 READING WORKSHOP 4 Monteverde is faced with. The frogs and other wild animals have to cope with many problems, such as habitat loss and disease. But when global warming is added to all these problems, it may push them over the edge to extinction. 4 You Can Help It s too late to save the extinct golden toads, but there are things that you and your family can do to keep the world from getting warmer. For starters, encourage your family to use the car less. Also, turn off the lights and appliances that you aren t using. All these things burn fuel and contribute to global warming. By becoming an Earth-friendly family, you ll help wildlife all around the world! 4 Machines create carbon dioxide. What do you think the scientists who study the Monteverde mountains would say about progress? Active Learning and Note Taking Guide, ELL Course 2, Unit 5 211

224 UNIT 5 READING WORKSHOP 4 Interactive Reading Key Reading Skill Identifying Problem and Solution What problem do the toads face in the poem? Is it similar to the problems of the frogs and toads in Missing!? Key Literary Element Description The poet s description creates a picture of the man, the rainy evening, and the toads. Circle fi ve words that help describe this picture. In this poem, how is progress or technology threatening the toads? What do you think the poet is saying about progress and nature? Birdfoot s Grampa by Joseph Bruchac The old man must have stopped our car two dozen times to climb out and gather into his hands 5 the small toads blinded by our lights and leaping, live drops of rain. 1 The rain was falling, a mist about his white hair 10 and I kept saying you can t save them all, accept it, get back in we ve got places to go. But, leathery hands full 15 of wet brown life, knee deep in the summer roadside grass, he just smiled and said they have places to go to 20 too Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

225 Interactive Reading UNIT 5 READING WORKSHOP 4 After You Read MISSING! and Birdfoot s Grampa Skill Review: Identifying Problem and Solution Identify the problem and solution stated in each selection. What is the problem? Missing! Changing cloud coverage is reducing frog population. Birdfoot s Grampa Road traffi c is killing small toads. How has progress or technology caused the problem? What can people do to help solve the problem? Active Learning and Note Taking Guide, ELL Course 2, Unit 5 213

226 UNIT 5 READING WORKSHOP 4 Interactive Reading Skill Review: Description Identify the descriptive phrases Miller uses in Missing! to describe the reserve before the cloud cover changed. List the descriptive phrases Miller uses to describe the reserve after the cloud cover changed. the forest floor is drier Name the phrases the author of Birdfoot s Grampa uses to describe the man in the poem. Write one phrase in each oval. Birdfoot s Grampa old man 214 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

227 READING ACROSS TEXTS WORKSHOP How to Read Across Texts: Author s Craft (Reading with Purpose, pp ) Preview Skim the information on author s craft. What aspect of a reading will you be comparing in this lesson? Cues evaluating opinions Notes To believe someone s opinion, you either: or Why study the author s craft? Studying author s craft Elements of Author s Craft purpose Active Learning and Note Taking Guide, ELL Course 2, Unit 5 215

228 READING ACROSS TEXTS WORKSHOP Note Taking Summary Write a sentence to explain what a reader expects from a writer he or she doesn t know. Write a sentence to summarize how a writer uses the elements of author s craft to create a convincing message. 216 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

229 Note Taking Before You Read READING ACROSS TEXTS WORKSHOP America the Not-So-Beautiful What You ll Learn Reading Skill: Reading for Author s Craft Literary Element: Author s Purpose Connect Do you think Americans produce too much garbage? Why? Write one piece of advice you would like to offer your family, and friends on how to take care of Earth? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. The fi rst one is done for you. discarding (dis KARD ing) n. the act of throwing out or getting rid of Example: More people are discarding cans into recycling containers. prohibiting (proh HIB it ing) adj. preventing or forbidding prosperity (praw SPAIR uh tee) n. the condition of being successful or having good fortune Is Progress Always Good? Read America the Not-So- Beautiful, to find out what the author thinks about America s garbage problem. Active Learning and Note Taking Guide, ELL Course 2, Unit 5 217

230 READING ACROSS TEXTS WORKSHOP Note Taking Before You Read A Glimpse of Home As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Reading Skill: Reading for Author s Craft Literary Element: Author s Purpose Connect What communities do you belong to? For instance, you are part of a family, attend a school, and live in city or county. Which would be easiest to write about? Why? Is Progress Always Good? In A Glimpse of Home, the author presents her idea on how to care for Earth that she learned from her space travel. Word Power Use each word in a sentence. The fi rst one is done for you. transforming (trans FORM ing) v. changing Example: The caterpillar is transforming into a butterfl y. obligation (awb luh GAY shun) n. a duty; a promise to perform an act 218 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

231 Interactive Reading READING ACROSS TEXTS WORKSHOP Tie It Together Contrast the elements and perspective the authors used in America the Not So Beautiful and A Glimpse of Home. Note that the authors share the same purpose. America the Not So Beautiful Audience: Organization: Tone: Audience: Organization: Tone: Purpose: to expose that Earth has a terrible problem with trash. A Glimpse of Home Active Learning and Note Taking Guide, ELL Course 2, Unit 5 219

232 220 Course 2, Unit 5 Active Learning and Note Taking Guide, ELL

233 UNIT 6 Genre Focus Note Taking Folktales (Reading with Purpose, pp ) Preview Skim the information on folktales. What folktale do you already know? How did you come to know it? Cues types of folklore Notes folktale trickster tale origin story Types of Folklore What do the types of folklore have in common? Common Aspects of Folklore key reading skills understanding cause and effect questioning Key Reading Skills Active Learning and Note Taking Guide, ELL Course 2, Unit 6 221

234 Unit 6 Genre Focus Note Taking Cues key literary elements Notes theme character Key Literary Elements the main idea of a story, poem, novel, or play Summary Match each of the types of folklore below to the correct description. One has been done for you. A. trickster tale fantasy story about larger-than-life person B. origin story the story about the beginnings of something in nature C. fairy tale a story about gods and goddesses D. tall tale A a story in which a character, often an animal, outsmarts an enemy E. legend a story with magical beings who change the lives of ordinary people F. myth a story about an amazing event or accomplishment Explain why the literary elements of cultural allusions and dialect might be particularly significant when studying folklore. 222 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

235 UNIT 6 READING WORKSHOP 1 Note Taking Skill Lesson: Understanding Cause and Effect (Reading with Purpose, pp ) Preview Scan the information on understanding cause and effect. Name one thing you already know about cause and effect. Cues What is cause and effect? Notes cause = effect = Words or phrases that signal cause and effect: if/then Cause and effect helps you understand why characters are in a situation Active Learning and Note Taking Guide, ELL Course 2, Unit 6 223

236 UNIT 6 READING WORKSHOP 1 Note Taking Key Literary Element: Theme (Reading with Purpose, p. 659) Cues What is theme? Notes Theme = moral of a fable Indirectly Summary Apply your knowledge of cause, effect, and theme to fi ll in the graphic organizer. cause effect moral of the story Amanda never does her homework. Amanda fails her math test. Kim pretends she s hurt in order to play a joke on her friends. Kim s friends fi nd out and don t invite her to play soccer with them again. You shouldn t play mean tricks on your friends. Robert has a secret. Robert lies to his friends. 224 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

237 Interactive Reading Before You Read UNIT 6 READING WORKSHOP 1 The Lion, the Hare, and the Hyena What You ll Learn Key Reading Skill: Understanding Cause and Effect Key Literary Element: Theme Connect Think about a time when you have wondered if someone was being nice to you because you had something he or she wanted. Write a sentence describing how that made you feel. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. The first one has been done for you. solitude (SAWL uh tood) n. the state of being alone Example: Amy enjoys solitude from time to time. accumulate (uh KYOO myuh layt) v. to increase gradually in quantity or number conspicuous (kun SPIK yoo us) adj. obvious or noticeable Why Do We Share Our Stories? Read the selection The Lion, the Hare, and the Hyena to find out what happens when a hyena uses lies and trickery to try to get what he wants. Active Learning and Note Taking Guide, ELL Course 2, Unit 6 225

238 UNIT 6 READING WORKSHOP 1 Interactive Reading Key Reading Skill Understanding Cause and Effect How did the hare come to live with the lion? Key Reading Skill Understanding Cause and Effect What was the hyena s plan for getting some of those bones for himself? 1 2 The Lion, the Hare, and the Hyena retold by Phyllis Savory A lion named Simba once lived alone in a cave. In his younger days the solitude had not worried him, but not very long before this tale begins he had hurt his leg so badly that he was unable to provide food for himself. Eventually he began to realize that companionship had its advantages. Things would have gone very badly for him, had not Sunguru the Hare happened to be passing his cave one day. Looking inside, Sunguru realized that the lion was starving. He set about at once caring for his sick friend and seeing to his comfort. Under the hare s careful nursing, Simba gradually regained his strength until finally he was well enough to catch small game for the two of them to eat. Soon quite a large pile of bones began to accumulate outside the entrance to the lion s cave. 1 One day Nyangau the Hyena, while sniffing around in the hope of scrounging something for his supper, caught the appetizing smell of marrowbones. 1 His nose led him to Simba s cave, but as the bones could be seen clearly from inside he could not steal them with safety. Being a cowardly fellow, like the rest of his kind, he decided that the only way to gain possession of the tasty morsels would be to make friends with Simba. He therefore crept up to the entrance of the cave and gave a cough. 2 1 To scrounge is to get by finding, begging, borrowing, or stealing. Marrow is the soft substance found in the hollow centers of most bones. 226 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

239 Interactive Reading UNIT 6 READING WORKSHOP 1 Who makes the evening hideous with his dreadful croakings? demanded the lion, rising to his feet and preparing to investigate the noise. It is I, your friend, Nyangau, faltered 2 the hyena, losing what little courage he possessed. I have come to tell you how sadly you have been missed by the animals, and how greatly we are looking forward to your early return to good health! Well, get out, growled the lion, for it seems to me that a friend would have inquired about my health long before this, instead of waiting until I could be of use to him once more. Get out, I say! The hyena shuffled off with alacrity, his scruffy tail tucked between his bandy legs, followed by the insulting giggles of the hare. But he could not forget the pile of tempting bones outside the entrance to the lion s cave. I shall try again, resolved the thick-skinned hyena. A few days later he made a point of paying his visit while the hare was away fetching water to cook the evening meal. 3 He found the lion dozing at the entrance to his cave. Friend, simpered Nyangau, I am led to believe that the wound on your leg is making poor progress, due to the underhanded treatment that you are receiving from your so-called friend Sunguru. What do you mean? snarled the lion malevolently. 3 I have to thank Sunguru that I did not starve to death during the worst of my illness, while you and your companions were conspicuous by your absence! Your Notes 3 English Language Coach Idiom From the context of the sentence, can you fi gure out what thick-skinned means? 2 When Nyangau faltered, he spoke brokenly or weakly because of fear. 3 To say or act with hatred is to do so malevolently. Active Learning and Note Taking Guide, ELL Course 2, Unit 6 227

240 UNIT 6 READING WORKSHOP 1 Interactive Reading Reviewing Skills Comparing and Contrasting What were Sunguru s and Nyangau s reasons for their relationship with Simba? Key Literary Element Theme Using what you know about the characters and the plot of this story, what would you say the implied theme is? 4 5 Nevertheless, what I have told you is true, confided the hyena. It is well known throughout the countryside that Sunguru is purposely giving you the wrong treatment for your wound to prevent your recovery. For when you are well, he will lose his position as your housekeeper a very comfortable living for him, to be sure! Let me warn you, good friend, that Sunguru is not acting in your best interests! 4 At that moment the hare returned from the river with his gourd filled with water. Well, he said, addressing the hyena as he put down his load, I did not expect to see you here after your hasty and inglorious departure from our presence the other day. Tell me, what do you want this time? Simba turned to the hare. I have been listening, he said, to Nyangau s tales about you. He tells me that you are renowned throughout the countryside for your skill and cunning 4 as a doctor. He also tells me that the medicines you prescribe are without rival. But he insists that you could have cured the wound on my leg a long time ago, had it been in your interest to do so. Is this true? Sunguru thought for a moment. He knew that he had to treat this situation with care, for he had a strong suspicion that Nyangau was trying to trick him. 5 Well, he answered with hesitation, yes, and no. You see, I am only a very small animal, and sometimes the medicines that I require are very big, and I am unable to procure 5 them as, for instance, in your case, good Simba. What do you mean? spluttered the lion, sitting up and at once showing interest. 4 To be renowned is to be famous. Here, cunning means skillful in the use of resources. 5 Procure means to get or gain possession of. 228 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

241 Interactive Reading UNIT 6 READING WORKSHOP 1 Just this, replied the hare. I need a piece of skin from the back of a full-grown hyena to place on your wound before it will be completely healed. Hearing this, the lion sprang onto Nyangau before the surprised creature had time to get away. Tearing a strip of skin off the foolish fellow s back from his head to his tail, he clapped it on the wound on his leg. As the skin came away from the hyena s back, so the hairs that remained stretched and stood on end. To this day Nyangau and his kind still have long, coarse hairs standing up on the crests of their misshapen bodies. 6 Sunguru s fame as a doctor spread far and wide after this episode, for the wound on Simba s leg healed without further trouble. But it was many weeks before the hyena had the courage to show himself in public again. 7 6 Key Literary Element Understanding Cause and Effect Name a cause and an effect that happens here. Cause: Effect: 7 How do you think Nyangau would share this story with his hyena buddies? Active Learning and Note Taking Guide, ELL Course 2, Unit 6 229

242 UNIT 6 READING WORKSHOP 1 After You Read The Lion, the Hare, and the Hyena Skill Review: Understanding Cause and Effect Identify the causes and effects in The Lion, the Hare, and the Hyena. The same event can be both an effect and a cause. Interactive Reading CAUSE: Simba hurts his leg and cannot take care of himself. EFFECT/CAUSE: Sunguru nurses Simba back to health. EFFECT/CAUSE: EFFECT/CAUSE: EFFECT/CAUSE: CAUSE: 230 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

243 Interactive Reading UNIT 6 READING WORKSHOP 1 Skill Review: Theme Analyze the events of the story by answering the questions below. Then use what you learn to determine the theme of the story. The first question has been answered for you. 1. What happens to Simba at the beginning of the story? At first, Simba is sick and unable to hunt. Then he is nursed back to health by Sunguru and returns to hunting. 2. Why does Nyangau lie about Sunguru? 3. How does Sunguru turn Nyangau s lies against him? 4. Which character is most affected by the end of the story? How is he changed? Theme: Active Learning and Note Taking Guide, ELL Course 2, Unit 6 231

244 UNIT 6 READING WORKSHOP 2 Note Taking Skill Lesson: Questioning (Reading with Purpose, pp ) Preview Skim the information on questioning. Describe the reading skill you will be learning about in this lesson. Cues What is questioning and how does it help? Notes definition method Questioning asking yourself questions about what you are reading as you read benefit Types of questions to ask: Who are the people in the story? 232 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

245 Note Taking UNIT 6 READING WORKSHOP 2 Key Literary Element: Characterization and Character (Reading with Purpose, p. 683) Cues What are the two ways writers tell you about characters? Notes Direct characterization is when a Indirect characterization is when a Summary Explain how questioning can help you. Compare and contrast direct and indirect characterization. Similarity Difference Direct Characterization Indirect Characterization The writer shows what a character is like through the character s words, actions, and thoughts. Active Learning and Note Taking Guide, ELL Course 2, Unit 6 233

246 UNIT 6 READING WORKSHOP 2 Interactive Reading Before You Read The Boy and His Grandfather As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Key Reading Skill: Questioning Key Literary Element: Characterization Connect Think of older people you have known who had some difficulty caring for themselves. Who cared for them? What responsibility do you believe younger people have toward older people? Why Do We Share Our Stories? Read the selection The Boy and His Grandfather to fi nd out how one boy s love for his father showed the father how badly he had treated his own parent. Word Power Use each word in a sentence. The first one has been done for you. neglected (ni GLEK tud) adj. ignored; not cared for Example: Anita felt neglected when her friends were too busy to hang out. frequently (FREE kwunt lee) adv. often 234 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

247 Interactive Reading UNIT 6 READING WORKSHOP 2 The Boy and His Grandfather by Rudolfo A. Anaya In the old days it was not unusual to find several generations living together in one home. Usually, everyone lived in peace and harmony, but this situation caused problems for one man whose household included, besides his wife and small son, his elderly father. 1 It so happened that the daughter-in-law took a dislike to the old man. He was always in the way, she said, and she insisted he be removed to a small room apart from the house. Because the old man was out of sight, he was often neglected. Sometimes he even went hungry. They took poor care of him, and in winter the old man often suffered from the cold. One day the little grandson visited his grandfather. My little one, the grandfather said, go and find a blanket and cover me. It is cold and I am freezing. The small boy ran to the barn to look for a blanket, and there he found a rug. Father, please cut this rug in half, he asked his father. Why? What are you going to do with it? I m going to take it to my grandfather because he is cold. Well, take the entire rug, replied his father. 1 As you read, you may come across words that you may want to know more about. Circle those words on the page. You can add them to your Hot Words Journal at the back of this book. Key Reading Skill Questioning In this paragraph, you learn that there are problems in the home that might be important to the story. What is a question you could ask about those problems? Active Learning and Note Taking Guide, ELL Course 2, Unit 6 235

248 UNIT 6 READING WORKSHOP 2 Interactive Reading Key Literary Element Characterization The writer does not give direct character ization of the grandfather s son or grandson. You learn about them from their actions. What do you know about each from his behavior? 2 No, his son answered, I cannot take it all. I want you to cut it in half so I can save the other half for you when you are as old as my grandfather. Then I will have it for you so you will not be cold. His son s response was enough to make the man realize how poorly he had treated his own father. The man then brought his father back into his home and ordered that a warm room be prepared. From that time on he took care of his father s needs and visited him frequently every day. 2 3 Why is it important to pass on stories like The Boy and His Grandfather? Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

249 Interactive Reading UNIT 6 READING WORKSHOP 2 After You Read Skill Review: Questioning The Boy and His Grandfather Formulate questions about the characters, confl icts, problems, and solutions in the story. State your questions and then answer them. Q: Why is there conflict in this family? A: There are three generations living together and the wife dislikes her father-in-law. Q: A: Q: A: Q: A: Active Learning and Note Taking Guide, ELL Course 2, Unit 6 237

250 UNIT 6 READING WORKSHOP 2 Interactive Reading Skill Review: Characterization Analyze how we learn about the characters of the grandfather, the son, and the grandson in the story. Grandfather His Son His Grandson What does the author tell about this character? (direct characterization) He is elderly and suffers terribly in his son s home. What do you learn from the character s words or actions? (indirect characterization) He calls his grandson my little one, which indicates that he loves him. How do you feel about this character? Why? 238 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

251 UNIT 6 READING WORKSHOP 3 Note Taking Skill Lesson: Predicting (Reading with Purpose, pp ) Preview Scan the information on predicting. Name two questions you think you ll be able to answer as you read Cues What is predicting? Notes Predicting is What makes a good prediction? Good predictions depend on: Read the title. Steps to Predicting Make a prediction. Active Learning and Note Taking Guide, ELL Course 2, Unit 6 239

252 UNIT 6 READING WORKSHOP 3 Note Taking Key Literary Element: Cultural Allusions (Reading with Purpose, p. 715) Cues Notes Cultural allusion is identifying cultural allusions Questions to Identify Cultural Allusions? Is this person or animal important to the story?? Summary Explain predicting. How you can make good predictions? Identify four cultural allusions or symbols in your own culture. Then categorize each of them as either positive or negative. Cultural Allusion/Symbol Positive or Negative? 240 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

253 Interactive Reading Before You Read We Are All One UNIT 6 READING WORKSHOP 3 What You ll Learn Key Reading Skill: Predicting Key Literary Element: Cultural Allusions Connect Think of a time when you worked hard to achieve a goal. How did you feel when you finally reached it? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. The first one has been done for you. scurrying (SKUR ee ing) v. running or moving quickly or excitedly Example: The squirrel went scurrying across the tree branch. regretfully (rih GRET ful ee) adv. in a way that shows sorrow, distress, or disappointment omen (OH mun) n. a sign or event thought to predict good or bad fortune frustration (frus TRAY shun) n. irritation at being kept from doing or achieving something Why Do We Share Our Stories? Read the selection We Are All One to learn about an important moral lesson Chinese parents taught their children in America. Active Learning and Note Taking Guide, ELL Course 2, Unit 6 241

254 UNIT 6 READING WORKSHOP 3 Interactive Reading We Are ALL ONE by Laurence Yep Key Reading Skill Predicting What do you expect this folktale will be about? What will happen to the rich man? What will the peddler do? Base your answers on the story s title and on the first three paragraphs. 1 Long ago there was a rich man with a disease in his eyes. For many years, the pain was so great that he could not sleep at night. He saw every doctor he could, but none of them could help him. What good is all my money? he groaned. Finally, he became so desperate that he sent criers 1 through the city offering a reward to anyone who could cure him. Now in that city lived an old candy peddler. He would walk around with his baskets of candy, but he was so kind-hearted that he gave away as much as he sold, so he was always poor. 1 When the old peddler heard the announcement, he remembered something his mother had said. She had once told him about a magical herb that was good for the eyes. So he packed up his baskets and went back to the single tiny room in which his family lived. When he told his plan to his wife, she scolded him, If you go off on this crazy hunt, how are we supposed to eat? Usually the peddler gave in to his wife, but this time he was stubborn. There are two baskets of candy, he said. I ll be back before they re gone. The next morning, as soon as the soldiers opened the gates, he was the first one to leave the city. He did not stop until he was deep inside the woods. As a boy, he had often wandered there. He had liked to pretend that the shadowy forest was a green sea and he was a fish slipping through the cool waters. 1 Before modern forms of communication, criers gave people the news. Some criers were public officials who announced important events; others were hired by individuals. 242 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

255 Interactive Reading UNIT 6 READING WORKSHOP 3 As he examined the ground, he noticed ants scurrying about. On their backs were larvae 2 like white grains of rice. A rock had fallen into a stream, so the water now spilled into the ant s nest. 2 We re all one, the kind-hearted peddler said. So he waded into the shallow stream and put the rock on the bank. Then with a sharp stick, he dug a shallow ditch that sent the rest of the water back into the stream. Without another thought about his good deed, he began to search through the forest. He looked everywhere; but as the day went on, he grew sleepy. Hohum. I got up too early. I ll take just a short nap, he decided, and lay down in the shade of an old tree, where he fell right asleep. In his dreams, the old peddler found himself standing in the middle of a great city. Tall buildings rose high overhead. He couldn t see the sky even when he tilted back his head. An escort of soldiers marched up to him with a loud clatter of their black lacquer armor. Our queen wishes to see you, the captain said. The frightened peddler could only obey and let the fierce soldiers lead him into a shining palace. There, a woman with a high crown sat upon a tall throne. Trem bling, the old peddler fell to his knees and touched his forehead against the floor. But the queen ordered him to stand. Like the great Emperor Yü of long ago, you tamed the great flood. We are all one now. You have only to ask, and I or any of my people will come to your aid. The old peddler cleared his throat. I am looking for a certain herb. It will cure any disease of the eyes. 2 As you read, you may come across words that you may want to know more about. Circle those words on the page. You can add them to your Hot Words Journal at the back of this book. Key Literary Element Cultural Allusions In many cultures, ants stand for the positive values of hard work and determination. Anyone who has ever watched ants has seen how busy they seem. Why do you think the storyteller uses ants here? What message might they give to the peddler and to readers? 2 Larvae (LAR vee) is the plural form of larva. They re insects at a very young, wormlike stage of development. Active Learning and Note Taking Guide, ELL Course 2, Unit 6 243

256 UNIT 6 READING WORKSHOP 3 Interactive Reading Key Reading Skill Predicting Why does the peddler think that he will fi nd the herb? Will he fi nd his way home? 3 The queen shook her head regretfully. I have never heard of that herb. But you will surely find it if you keep looking for it. And then the old peddler woke. Sitting up, he saw that in his wanderings he had come back to the ants nest. It was there he had taken his nap. His dream city had been the ants nest itself. This is a good omen, he said to himself, and he began searching even harder. He was so determined to find the herb that he did not notice how time had passed. He was surprised when he saw how the light was fading. He looked all around then. There was no sight of his city only strange hills. He realized then that he had searched so far he had gotten lost. 3 Night was coming fast and with it the cold. He rubbed his arms and hunted for shelter. In the twilight, he thought he could see the green tiles of a roof. He stumbled through the growing darkness until he reached a ruined temple. Weeds grew through cracks in the stones and most of the roof itself had fallen in. Still, the ruins would provide some protection. As he started inside, he saw a centipede with bright orange skin and red tufts of fur along its back. Yellow dots covered its sides like a dozen tiny eyes. It was also rushing into the temple as fast as it could, but there was a bird swooping down toward it. The old peddler waved his arms and shouted, scaring the bird away. Then he put down his palm in front of the insect. We are all one, you and I. The many feet tickled his skin as the centipede climbed onto his hand. Inside the temple, he gathered dried leaves and found old sticks of wood and soon he had a fire going. The peddler even picked some fresh leaves for the centipede from a bush near the temple doorway. I may have to go hungry, but you don t have to, friend. 244 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

257 Interactive Reading UNIT 6 READING WORKSHOP 3 Stretching out beside the fire, the old peddler pillowed his head on his arms. He was so tired that he soon fell asleep, but even in his sleep he dreamed he was still searching in the woods. Suddenly he thought he heard footsteps near his head. He woke instantly and looked about, but he only saw the brightly colored centipede. Was it you, friend? The old peddler chuckled and, lying down, he closed his eyes again. I must be getting nervous. We are one, you and I, a voice said faintly as if from a long distance. If you go south, you will find a pine tree with two trunks. By its roots, you will find a magic bead. A cousin of mine spat on it years ago. Dissolve that bead in wine and tell the rich man to drink it if he wants to heal his eyes. The old peddler trembled when he heard the voice, because he realized that the centipede was magical. He wanted to run from the temple, but he couldn t even get up. It was as if he were glued to the floor. 4 But then the old peddler reasoned with himself: If the centipede had wanted to hurt me, it could have long ago. Instead, it seems to want to help me. So the old peddler stayed where he was, but he did not dare open his eyes. When the first sunlight fell through the roof, he raised one eyelid cautiously. There was no sign of the centipede. He sat up and looked around, but the magical centipede was gone. He followed the centipede s instructions when he left the temple. Traveling south, he kept a sharp eye out for the pine tree with two trunks. He walked until late in the afternoon, but all he saw were normal pine trees. 5 4 English Language Coach 5 Dialogue How can you tell that, this time, it is not the peddler who says We are one, you and I? Whose voice does the peddler hear? Why do you think this character begins by repeating what the peddler said earlier? Key Literary Element Cultural Allusions The pine tree is an allusion to eternal life and health because it stays green year round, even in the snow. How might the pine tree relate to the way the peddler feels? Active Learning and Note Taking Guide, ELL Course 2, Unit 6 245

258 UNIT 6 READING WORKSHOP 3 Interactive Reading Key Reading Skill Predicting Does the peddler s conversation with the centipede make it seem more likely or less likely that he will fi nd the herb? Why? Reviewing Skills Comparing and Contrasting What part of the description of the peddler here reminds you of the rich man? 6 7 Wearily he sat down and sighed. Even if he found the pine tree, he couldn t be sure that he would find the bead. Some one else might even have discovered it a long time ago. 6 But something made him look a little longer. Just when he was thinking about turning back, he saw the odd tree. Somehow his tired legs managed to carry him over to the tree, and he got down on his knees. But the ground was covered with pine needles and his old eyes were too weak. The old peddler could have wept with frustration, and then he remembered the ants. 7 He began to call, Ants, ants, we are all one. Almost immediately, thousands of ants came boiling out of nowhere. Delighted, the old man held up his fingers. I m looking for a bead. It might be very tiny. Then, careful not to crush any of his little helpers, the old man sat down to wait. In no time, the ants reappeared with a tiny bead. With trembling fingers, the old man took the bead from them and examined it. It was colored orange and looked as if it had yellow eyes on the sides. There was nothing very special about the bead, but the old peddler treated it like a fine jewel. Putting the bead into his pouch, the old peddler bowed his head. I thank you and I thank your queen, the old man said. After the ants disappeared among the pine needles, he made his way out of the woods. The next day, he reached the house of the rich man. However, he was so poor and ragged that the gatekeeper only laughed at him. How could an old beggar like you help my master? The old peddler tried to argue. Beggar or rich man, we are all one. 246 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

259 Interactive Reading UNIT 6 READING WORKSHOP 3 But it so happened that the rich man was passing by the gates. He went over to the old peddler. I said anyone could see me. But it ll mean a stick across your back if you re wasting my time. The old peddler took out the pouch. Dissolve this bead in some wine and drink it down. Then, turning the pouch upside down, he shook the tiny bead onto his palm and handed it to the rich man. The rich man immediately called for a cup of wine. Dropping the bead into the wine, he waited a moment and then drank it down. Instantly the pain vanished. Shortly after that, his eyes healed. The rich man was so happy and grateful that he doubled the reward. And the kindly old peddler and his family lived comfortably for the rest of their lives. 8 8 Why do you think Chinese parents shared this story from their homeland with their children who were born in America? What advice does the story offer? Active Learning and Note Taking Guide, ELL Course 2, Unit 6 247

260 UNIT 6 READING WORKSHOP 3 After You Read Skill Review: Predicting Review the predictions you made about the story. We Are All One Summarize what you predicted the story would be about based on the title We Are All One. Interactive Reading State one detail from the first three paragraphs that gave you a clue about what the story would be about. Analyze your knowledge of folktales. What knowledge of your own helped you know what the story might be about. Evaluate predicting. How did predicting before reading affect how you read the story? 248 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

261 Interactive Reading UNIT 6 READING WORKSHOP 3 Skill Review: Cultural Allusions Identify people, animals, or objects in We Are All One that are cultural allusions. Then choose one of these cultural allusions and explain why you think it is important to the story. Cultural Allusions was/were important to the story because Active Learning and Note Taking Guide, ELL Course 2, Unit 6 249

262 UNIT 6 READING WORKSHOP 4 Note Taking Skill Lesson: Analyzing (Reading with Purpose, pp ) Preview Scan the information on analyzing. What is analyzing? Cues How do I analyze? Notes To analyze: Think about: what they think characters characters plot informational essay problem or confl ict main ideas 250 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

263 Note Taking UNIT 6 READING WORKSHOP 4 Key Literary Element: Dialect (Reading with Purpose, p. 733) Cues Notes Dialect is How is a dialect different from standard English? In a dialect: Words are spelled as they are pronounced. Summary Create an outline that shows what you should focus on when analyzing certain types of writing. I. Fiction A. B. C. D Characters values Author s style II. Informational Text A. B. Name one dialect you have heard and explain how it is different from your own. Active Learning and Note Taking Guide, ELL Course 2, Unit 6 251

264 UNIT 6 READING WORKSHOP 4 Interactive Reading Before You Read Aunty Misery As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Key Reading Skill: Analyzing Key Literary Element: Dialect Connect What problem do you have that is difficult to solve? If a wish could solve the problem, what would that wish be? Word Power Use each word in a sentence. The first one has been done for you. sorcerer (SOR sur ur) n. a person who practices magic with the Why Do We Share Our Stories? Read the selection Aunty Misery to learn how one woman cleverly cheated death. help of spirits Example: The sorceror granted his wish. taunt (tawnt) v. to make fun of in a mean way gnarled (narld) adj. rough, twisted, and knotty, as a tree trunk or branches potions (POH shunz) n. drinks, especially drinks that are supposed to have magical powers 252 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

265 Interactive Reading UNIT 6 READING WORKSHOP 4 Aunty Misery A Folktale from Puerto Rico by Judith Ortiz Cofer This is a story about an old, a very old woman who lived alone in her little hut with no other company than a beautiful pear tree that grew at her door. She spent all her time taking care of this tree. The neighborhood children drove the old woman crazy by stealing her fruit. They would climb her tree, shake its delicate limbs, and run away with armloads of golden pears, yelling insults at la Tia Miseria, 1 Aunty Misery, as they called her. 1 One day, a traveler stopped at the old woman s hut and asked her for permission to spend the night under her roof. Aunty Misery saw that he had an honest face and bid the pilgrim come in. She fed him and made a bed for him in front of her hearth. In the morning the stranger told her that he would show his gratitude for her hospitality by granting her one wish. There is only one thing that I desire, said Aunty Misery. Ask, and it shall be yours, replied the stranger, who was a sorcerer in disguise. I wish that anyone who climbs up my pear tree should not be able to come back down until I permit it. 1 Key Reading Skill Analyzing Think about the main character. Does she have a family? How does she spend her time? Why does the tree mean so much to her? What problem does she have? 1 La Tia Miseria (luh TEE uh mih zuh REE uh) Active Learning and Note Taking Guide, ELL Course 2, Unit 6 253

266 UNIT 6 READING WORKSHOP 4 Interactive Reading Reviewing Skills Understanding Cause and Effect What causes the stranger to grant Aunty Misery s wish? English Language Coach Literal and Metaphoric Word Meanings The original meaning of stuck is fastened to something with a sharp object. How do you suppose the later meaning unable to move and unable to go forward developed from this? 2 3 Your wish is granted, said the stranger, touching the pear tree as he left Aunty Misery s house. 2 And so it happened that when the children came back to taunt the old woman and to steal her fruit, she stood at her window watching them. Several of them shimmied 2 up the trunk of the pear tree and immediately got stuck to it as if with glue. She let them cry and beg her for a long time before she gave the tree permission to let them go on the condition that they never again steal her fruit, or bother her. 3 Time passed and both Aunty Misery and her tree grew bent and gnarled with age. One day another traveler stopped at her door. This one looked untrustworthy to her, so before letting him into her home the old woman asked him what he was doing in her village. He answered her in a voice that was dry and hoarse, as if he had swallowed a desert: I am Death, and I have come to take you with me. Thinking fast Aunty Misery said, All right, but before I go I would like to pluck some pears from my beloved tree to remember how much pleasure it brought me in this life. But I am a very old woman and cannot climb to the tallest branches where the best fruit is. Will you be so kind as to do it for me? With a heavy sigh like wind through a tomb, Señor 3 Death climbed the pear tree. Immediately he became stuck to it as if with glue. And no matter how much he cursed and threatened, Aunty Misery would not allow the tree to release Death. 2 Shimmied means climbed by using the hands, arms, feet, and legs to pull and push oneself up. To shinny is to climb by using the hands, arms, feet, and legs to pull and push oneself up. 3 Señor (sen YOR) is Spanish for Mister. 254 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

267 Interactive Reading UNIT 6 READING WORKSHOP 4 Many years passed and there were no deaths in the world. The people who make their living from death began to protest loudly. The doctors claimed no one bothered to come in for examinations or treatments anymore, because they did not fear dying; the pharmacists business suffered too because medicines are, like magic potions, bought to prevent or postpone the inevitable; priests and undertakers were unhappy with the situation also, for obvious reasons. There were also many old folks tired of life who wanted to pass on to the next world to rest from miseries of this one. 4 La Tia Miseria was blamed by these people for their troubles, of course. Not wishing to be unfair, the old woman made a deal with her prisoner, Death: if he promised not ever to come for her again, she would give him his freedom. He agreed. And that is why there are two things you can always count on running into in this world: Misery and Death: La miseria y la muerte Key Reading Skill Analyzing Look at the problems that occurred because Death was stuck in a tree. Why are all these situations a problem? Death has always been a fear and a fascination for people. Why do you think people have shared this folktale again and again? 4 Y la muerte (ee luh MWAIR tay) Active Learning and Note Taking Guide, ELL Course 2, Unit 6 255

268 UNIT 6 READING WORKSHOP 4 After You Read Skill Review: Analyzing Analyze the plot of Aunty Misery. Aunty Misery Interactive Reading Conflict 1: Aunty Misery does not want children stealing pears from her tree. Event 1: A grateful stranger grants Aunty Misery s wish that anyone climbing her pear tree could not get down without her permission. Climax 1: Conflict 2: Aunty Misery does not want to go with Death when he comes to her house. Event 2: Climax 2: Resolution: 256 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

269 Interactive Reading UNIT 6 READING WORKSHOP 4 Skill Review: Dialect Locate the Spanish phrases used in Aunty Misery and give their English meanings. The first one has been done for you. La Tia Miseria Spanish Phrase Aunty Misery English Meaning Evaluate the effect of using these phrases in the story. In a sentence, describe how these phrases affected your reading. Active Learning and Note Taking Guide, ELL Course 2, Unit 6 257

270 COMPARING LITERATURE WORKSHOP How to Compare Literature: Cultural Context (Reading with Purpose, pp ) Preview Scan the title, headings, paragraphs, and illustrations. What aspect of a reading will you be comparing in this lesson? Cues Notes Cultural context is details that show cultural context Details that reveal cultural context setting places mentioned 258 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

271 Note Taking COMPARING LITERATURE WORKSHOP Summary Define cultural context. Recognize details that reveal the cultural context of a reading. Cultural Context Active Learning and Note Taking Guide, ELL Course 2, Unit 6 259

272 COMPARING LITERATURE WORKSHOP Interactive Reading Before You Read Aunt Sue s Stories As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Reading Skill: How to Compare Literary Element: Cultural Context Connect Recall a story, poem, or song that makes you sad. List one reason an author could have for sharing a very sad story. Why Do We Share Our Stories? Read the poem Aunt Sue s Stories to fi nd out how a child responds to his aunt s stories of slavery. 260 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

273 Interactive Reading COMPARING LITERATURE WORKSHOP Before You Read I Ask My Mother to Sing What You ll Learn Reading Skill: How to Compare Literary Element: Cultural Context Connect Think about a song, story, poem, or other piece of writing that brings back memories for you or someone close to you. What is it about the piece that makes you remember? List one reason why people might listen to or read things that bring back strong memories? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Why Do We Share Our Stories? In I Ask My Mother to Sing, the poet relates how he feels about his mother s song. Active Learning and Note Taking Guide, ELL Course 2, Unit 6 261

274 COMPARING LITERATURE WORKSHOP Interactive Reading Tie It Together Analyze the details of each poem s cultural context by fi lling in the chart below. Then compare the cultural contexts of the two poems. The fi rst one has been done for you. Setting Cultural Context Details What people in the poem value References to past events Experiences, shared or otherwise Places mentioned Aunt Sue s Stories a summer night on Aunt Sue s porch I Ask My Mother to Sing mother and grandmother s home Feelings expressed How are the cultural contexts alike? How are the cultural contexts different? 262 Course 2, Unit 6 Active Learning and Note Taking Guide, ELL

275 UNIT 7 Genre Focus Note Taking Poetry (Reading with Purpose, pp ) Preview Preview the material on poetry. What are the two main kinds of poetry? Cues Why read poetry? Notes Read poetry to appreciate use of rhyme, rhythm, and meter key reading skills evaluating Key Reading Skills make judgments or form opinions interpreting sound devices symbolism Key Literary Elements techniques that create patterns Active Learning and Note Taking Guide, ELL Course 2, Unit 7 263

276 Unit 7 Genre Focus Note Taking Summary Identify the two main types of poetry Explain how to use four key reading skills for reading poetry. evaluating Reading Skill Use to make judgments or form opinions interpreting Identify key literary elements in poetry and ways to recognize these elements Elements of Poetry Look for sound devices techniques that create patterns symbolism 264 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

277 UNIT 7 READING WORKSHOP 1 Note Taking Skill Lesson: Evaluating (Reading with Purpose, pp ) Preview Skim the information on evaluating. Write one thing you already knew about evaluating and one thing you learned. 1. I knew 2. I learned Cues Notes What is evaluating? Evaluating is making a judgment How do I evaluate???? Evaluate to Ask Is the message clear? Active Learning and Note Taking Guide, ELL Course 2, Unit 7 265

278 UNIT 7 READING WORKSHOP 1 Note Taking Key Literary Element: Sound Devices (Reading with Purpose, p. 779) Cues Notes alliteration is assonance is Summary Apply what you ve learned about evaluating to write one question you would use to evaluate a movie Explain how evaluating helps you better understand what you read. Write a sentence using alliteration. Write a sentence using assonance. 266 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

279 Interactive Reading Before You Read Annabel Lee UNIT 7 READING WORKSHOP 1 What You ll Learn Key Reading Skill: Evaluating Key Literary Element: Sound Devices Connect Think of a time when you experienced a personal loss. Perhaps a good friend moved away or maybe you lost something or someone important to you. How did you respond to this loss? Who or what helped you deal with it? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. The first one has been done for you. coveted (KUV it id) v. wanted what another person had Example: Juan coveted Tyrone s position on the baseball team. tomb (toom) n. vault, chamber, or grave for the dead What Makes You Tick? Read the poem, Annabel Lee to see how the poet communicates his love and deals with the loss of someone important to him. Active Learning and Note Taking Guide, ELL Course 2, Unit 7 267

280 UNIT 7 READING WORKSHOP 1 Interactive Reading Key Literary Element Sound Devices In the fi rst two stanzas, Poe uses alliteration by repeating the consonant l. How does Poe s use of alliteration help you feel what the speaker is feeling? 1 Annabel Lee by Edgar Allan Poe It was many and many a year ago, In a kingdom by the sea, That a maiden there lived whom you may know By the name of Annabel Lee; 5 And this maiden she lived with no other thought Than to love and be loved by me. 1 Key Literary Element 2 She was a child and I was a child, In this kingdom by the sea, But we loved with a love that was more than love 10 I and my Annabel Lee With a love that the wingéd seraphs* of heaven Coveted her and me. 2 Sound Devices Remember that assonance is the repetition of vowel sounds. Circle an example of assonance in line 7. English Language Coach Using What You Know You know that kin means relatives. What is the most likely meaning for kinsmen? 3 And this was the reason that, long ago, In this kingdom by the sea, 15 A wind blew out of a cloud by night Chilling my Annabel Lee; So that her high-born kinsmen came And bore her away from me, To shut her up in a sepulchre* 20 In this kingdom by the sea Seraphs (SAIR ufs) are high-ranking angels who are said to burn with love for God. 19 A sepulchre (SEP ul kur) is a burial place. 268 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

281 Interactive Reading UNIT 7 READING WORKSHOP 1 The angels, not half so happy in Heaven, Went envying her and me: Yes! that was the reason (as all men know, In this kingdom by the sea) 25 That the wind came out of the cloud, chilling And killing my Annabel Lee. 4 Key Reading Skill Evaluating Does Poe succeed in showing you how deeply the speaker loves Annabel Lee? Explain. But our love it was stronger by far than the love Of those who were older than we Of many far wiser than we 30 And neither the angels in Heaven above, Nor the demons down under the sea, Can ever dissever* my soul from the soul Of the beautiful Annabel Lee: 4 For the moon never beams without bringing me dreams 35 Of the beautiful Annabel Lee; And the stars never rise but I see the bright eyes Of the beautiful Annabel Lee; And so, all the night-tide, I lie down by the side Of my darling, my darling, my life and my bride, 40 In her sepulchre there by the sea In her tomb by the side of the sea. 5 5 What gives the speaker s life meaning? 32 To dissever (di SEV ur) is to separate or split apart. Active Learning and Note Taking Guide, ELL Course 2, Unit 7 269

282 UNIT 7 READING WORKSHOP 1 After You Read Skill Review: Evaluating Annabel Lee Evaluate the poem Annabel Lee by answering the questions on the following topics. Interactive Reading Poem s message or main idea Question: What is the poem s main idea? Does it make sense? Evaluation: Poet s use of sound devices Question: How does the poet s use of alliteration affect my understanding of the poem? Evaluation: Speaker s voice Question: Is the speaker s voice believable? Does he seem genuinely in love with Annabel Lee? Evaluation: My opinion of the poem Question: Would you recommend this poem to others? Why or why not? Evaluation: 270 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

283 Interactive Reading UNIT 7 READING WORKSHOP 1 Skill Review: Sound Devices Identify an example of alliteration in Annabel Lee. Underline the sounds that are repeated in each example. Examples of Alliteration 1. So that her high-born kinsman came 2. Identify an example of assonance in Annabel Lee. Underline the sounds that are repeated in each example. Examples of Assonance 1. For the moon never beams without bringing me dreams 2. Identify an example of both alliteration and assonance in the poem. Examples of Alliteration and Assonance 1. Of those who were older than we/of many far wiser than we 2. Assess the use of these sound devices. How do they affect you as you read the poem? Active Learning and Note Taking Guide, ELL Course 2, Unit 7 271

284 UNIT 7 READING WORKSHOP 2 Note Taking Skill Lesson: Interpreting (Reading with Purpose, pp ) Preview Skim the information on interpreting. Predict one thing you think you will learn in this lesson. Cues What is interpreting? Notes Interpreting is to decide how interpreting helps you fi nd meaning Finding meaning in reading = your experience + To interpret, ask 272 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

285 Note Taking UNIT 7 READING WORKSHOP 2 Key Literary Element: Symbolism (Reading with Purpose, p. 801) Cues Notes What is a symbol? A symbol is To identify symbols look for repeated words, images, or actions Summary List some things you can do to interpret what you read. 1. Look at the topic Identify two common symbols and their meanings. Symbol Meaning Active Learning and Note Taking Guide, ELL Course 2, Unit 7 273

286 UNIT 7 READING WORKSHOP 2 Interactive Reading Before You Read Face It and AlmOST REady As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Key Reading Skill: Interpreting Key Literary Element: Symbolism Connect What physical traits or abilities have you inherited from your family? Is your personality like someone elses in your family? Describe one thing you ve inherited. What Makes You Tick? Read the poems, Face It and Almost Ready to get a look inside the lives of these two poets. How do these poets see themselves? 274 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

287 Interactive Reading UNIT 7 READING WORKSHOP 2 Face It My nose belongs to Guangdong, China short and round, a Jang family nose. by Janet S. Wong 1 Key Reading Skill Interpreting Why is the speaker talking about parts of the face? What does this say about her? My eyes belong to Alsace, France wide like Grandmother Hemmerling s. 1 2 But my mouth, my big-talking mouth, belongs to me, alone. 2 Key Literary Element Symbolism What do facial features inherited from relatives symbolize to the speaker? Active Learning and Note Taking Guide, ELL Course 2, Unit 7 275

288 UNIT 7 READING WORKSHOP 2 Interactive Reading AlmOST REady by Arnold Adoff English Language Coach Anglo-Saxon Roots This word is from the Old English word scyrte, meaning short garment. What other word do we get from scyrte? (Just pronounce the OE word!) In each of these poems, what makes the speaker tick? 3 4 as this cool and in- control young dude: I am going to her birth- day party as as as as soon soon soon soon as as as as I I I I find find find find my my my my new hip deep right shirt, 3 shoes, voice, mask Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

289 Interactive Reading After You Read Face It and AlmOST REady UNIT 7 READING WORKSHOP 2 Skill Review: Interpreting Interpret the poems by answering the questions below. What is this poem about? Face It What do you already know that connects with this poem? What message is the speaker really communicating? Almost Ready What is this poem about? What do you already know that connects with this poem? What message is the speaker really communicating? Active Learning and Note Taking Guide, ELL Course 2, Unit 7 277

290 UNIT 7 READING WORKSHOP 2 Interactive Reading Skill Review: Symbolism Evaluate how the meaning of one symbol in each poem contributes to the poem s meaning. Face It Symbol: nose Symbol: Meaning of Symbol: The speaker s nose and eyes represent the author s connection to her family. Meaning of Symbol: How do these symbols contribute to the poem s meaning? Almost Ready Symbol: shirt Symbol: Meaning of Symbol: This item Meaning of Symbol: represents the author s physical appearance. How do these symbols contribute to the poem s meaning? 278 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

291 UNIT 7 READING WORKSHOP 3 Note Taking Skill Lesson: Monitoring Comprehension (Reading with Purpose, pp ) Preview Skim the information on monitoring comprehension. Predict how monitoring comprehension will help you interpret what you read. Cues What is monitoring comprehension? Notes monitoring comprehension = + how monitoring comprehension helps Monitoring comprehension helps you check understanding as you read To monitor comprehension Ask Active Learning and Note Taking Guide, ELL Course 2, Unit 7 279

292 UNIT 7 READING WORKSHOP 3 Note Taking Key Literary Element: Rhyme, Rhythm, and Meter (Reading with Purpose, p. 817) Cues Notes What is rhyme, rhythm, and meter? Rhyme = end = at end of a line of poetry internal = = Rhythm = Meter = a predictable rhythm Summary Describe one thing you can do to monitor comprehension. 1. List and define three types of rhymes. 280 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

293 Interactive Reading UNIT 7 READING WORKSHOP 3 Before You Read Miracles and The Pasture What You ll Learn Key Reading Skill: Monitoring Comprehension Key Literary Element: Rhyme, Rhythm, and Meter Connect Write a poem about two things, little and big, that you appreciate in life. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What Makes You Tick? Read the poems, Miracles and The Pasture to see how two poets fi nd joy and beauty in the world around them. Active Learning and Note Taking Guide, ELL Course 2, Unit 7 281

294 UNIT 7 READING WORKSHOP 3 Interactive Reading English Language Coach Using What You Know The meaning of the Old English suffi x -ward is easy: in the direction of. Here, it appears in the familiar word toward. What do earthward and skyward mean? Key Reading Skill Monitoring Comprehension In line 19, what does the same mean? (Reread the two lines before this one. Notice the word that ends each of them.) According to the poem, what is important to Whitman? What makes him tick? Miracles by Walt Whitman Why, who makes much of a miracle? As to me I know of nothing else but miracles, Whether I walk the streets of Manhattan, Or dart my sight over the roofs of houses toward the sky, 5 Or wade with naked feet along the beach just in the edge of the water, Or stand under trees in the woods, Or talk by day with any one I love... Or sit at table at dinner with the rest, Or look at strangers opposite me riding in the car. 10 Or watch honey-bees busy around the hive of a summer forenoon, Or animals feeding in the fields, Or birds, or the wonderfulness of the sundown, or of stars shining so quiet and bright, Or the exquisite delicate thin curve of the new moon in spring; These with the rest, one and all, are to me miracles, 15 The whole referring, yet each distinct and in its place.* 1 To me every hour of the light and dark is a miracle, Every cubic inch of space is a miracle, Every square yard of the surface of the earth is spread with the same, Every foot of the interior swarms with the same To me the sea is a continual miracle, The fishes that swim the rocks the motion of the waves the ships with men in them, What stranger miracles are there? 3 15 This line suggests that all of these small, separate miracles are involved in, or refer to, some greater miracle. 282 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

295 Interactive Reading UNIT 7 READING WORKSHOP 3 The Pasture by Robert Frost I m going out to clean the pasture spring; I ll only stop to rake the leaves away (And wait to watch the water clear, I may): I shan t be gone long. You come too Key Literary Element Rhyme, Rhythm, and Meter Frost creates rhythm in the poem by adding punctuation. Where should you pause when reading this poem aloud or to yourself? 5 I m going out to fetch the little calf That s standing by the mother. It s so young, It totters when she licks it with her tongue. I shan t be gone long. You come too Key Literary Element Rhyme, Rhythm, and Meter In the first stanza, lines 2 and 3 rhyme. Does the same rhyme pattern appear in the second stanza? What else is the same in the two stanzas? Key Reading Skill Monitoring Comprehension What is this poem about? Reread it to make sure that you re right. Focus on the meaning of the word spring. Active Learning and Note Taking Guide, ELL Course 2, Unit 7 283

296 UNIT 7 READING WORKSHOP 3 Interactive Reading After You Read Miracles and The Pasture Skill Review: Monitoring Comprehension Identify words in Miracles that you don t understand and formulate questions about anything that isn t clear to you. Reread the poem to fi nd defi nitions and answers to your questions. New Words or Questions Definitions or Answers Write a sentence summarizing Miracles. Summarize The Pasture after rereading the poem. Write the answers to any questions you have. 284 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

297 Interactive Reading UNIT 7 READING WORKSHOP 3 Skill Review: Rhyme, Rhythm, and Meter Compare and contrast the rhythm, rhyme, and meter used in the two poems. Miracles Rhythm The poem s rhythm is irregular. The Pasture The poem does not rhyme. Rhyme Meter Analyze one of the poems by answering this question: How does rhythm, rhyme, and meter communicate the author s message? Active Learning and Note Taking Guide, ELL Course 2, Unit 7 285

298 UNIT 7 READING WORKSHOP 4 Note Taking Skill Lesson: Connecting (Reading with Purpose, pp ) Preview Preview the information on connecting. Write one thing you already know about connecting. I knew Cues Notes What is connecting? Connecting is Connecting helps you how to connect to the reading understand the reading better To connect to what you read, ask Do I know someone like this character? 286 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

299 Note Taking UNIT 7 READING WORKSHOP 4 Key Literary Element: Figurative Language (Reading with Purpose, p. 837) Cues types of fi gurative language Notes is Figurative language includes simile which compares metaphor which compares Summary Identify one question you can ask to connect with a poem or story. Create two sentences, one containing a simile and one containing a metaphor. Simile Metaphor Active Learning and Note Taking Guide, ELL Course 2, Unit 7 287

300 UNIT 7 READING WORKSHOP 4 Interactive Reading Before You Read Growing Pains As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Key Reading Skill: Connecting Key Literary Element: Figurative Language Connect Describe a time when you were angry with a family member or friend. How were you able to resolve your conflict? Write two or three sentences about what happened. What Makes You Tick? Read the poem, Growing Pains, to fi nd out how a young girl handles the challenges of growing up. 288 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

301 Interactive Reading UNIT 7 READING WORKSHOP 4 Growing Pains by Jean Little Mother got mad at me tonight and bawled me out. She said I was lazy and self-centered. She said my room was a pigsty. She said she was sick and tired of forever nagging but I gave her no choice. 1 5 She went on and on until I began to cry. I hate crying in front of people. It was horrible. 2 I got away, though, and went to bed and it was over. I knew things would be okay in the morning; Stiff with being sorry, too polite, but okay. 10 I was glad to be by myself Key Literary Element Figurative Language A metaphor describes one thing as if it were another. Find the metaphor in these five lines. Key Reading Skill Connecting How do you feel when someone is angry with you? What do you do to resolve that conflict? Then she came to my room and apologized. She explained, too. Things had gone wrong all day at the store. She hadn t had a letter from my sister and she was worried. 15 Dad had also done something to hurt her. She even told me about that. Then she cried. I kept saying, It s all right. Don t worry. And wishing she d stop. 3 English Language Coach Word Origins Originally, polite meant polished, as a stone might be. Later it came to mean elegant and sophisticated. Now it means having good manners. What connection do you see between one meaning and the next? Active Learning and Note Taking Guide, ELL Course 2, Unit 7 289

302 UNIT 7 READING WORKSHOP 4 Interactive Reading Reviewing Skills Interpreting What line shows the speaker s sympathy toward her mother? Which line expresses the speaker s helplessness? 3 20 I m just a kid. I can forgive her getting mad at me. That s easy. But her sadness... I don t know what to do with her sadness. I yell at her often, You don t understand me! 25 But I don t want to have to understand her. That s expecting too much. 3 4 Do you think the speaker is ready to take on adult responsibilities? Explain Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

303 Interactive Reading UNIT 7 READING WORKSHOP 4 After You Read Growing Pains Skill Review: Connecting Connect with the characters, events, and ideas in Growing Pains by considering your own conflicts or misunderstandings with a friend or relative. Make notes in the organizer below about your own connection to the speaker s problem. My Connections to Growing Pains Active Learning and Note Taking Guide, ELL Course 2, Unit 7 291

304 UNIT 7 READING WORKSHOP 4 Interactive Reading Skill Review: Figurative Language Classify figurative language from Growing Pains as a simile, a metaphor, or sensory details. An example has been done for you. Type: metaphor Example: Responses could include my room was a pigsty Example: Type: Describe how this figurative language helps you see or experience what happens in the poem. Create your own simile or metaphor from a situation in your life. Type: Example: 292 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

305 COMPARING LITERATURE WORKSHOP Skill Lesson: Figurative Language (Reading with Purpose, pp ) Preview Skim the information on using figurative language. How does a writer appeal to the senses in using figurative language? Cues What is fi gurative language? Notes Figurative language is types of fi gurative language Two types of fi gurative language what fi gurative language does metaphor compares describes Figurative language appeals to your sense of sight Active Learning and Note Taking Guide, ELL Course 2, Unit 7 293

306 COMPARING LITERATURE WORKSHOP Note Taking Summary Explain why writers use figurative language. Define simile. Define metaphor. Create a sentence that appeals to the senses below. Sense Sight Hearing Touch Example 294 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

307 Interactive Reading COMPARING LITERATURE WORKSHOP Before You Read The Women s 400 Meters What You ll Learn Reading Skill: How to Compare Literary Element: Figurative Language Connect Think of someone you know who is a runner. How does the person describe the running experience? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. How do you think the person feels before running a race? How might you feel if you were in the starting blocks? Word Power Use each word in a sentence. An example has been done for you. insignia (in SIG nee uh) n. a mark or sign that indicates rank, authority, or honor Example: The army general placed the insignia on his uniform. feint (faynt) v. to move in a way that s meant to trick an opponent What Makes You Tick? Read the selection, The Women s 400 Meters, to find out why athletes love to compete. Active Learning and Note Taking Guide, ELL Course 2, Unit 7 295

308 COMPARING LITERATURE WORKSHOP Interactive Reading Before You Read To James As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Reading Skill: How to Compare Literary Element: Figurative Language Connect Write two or three sentences to describe someone you re proud of on the lines below. Pay special attention to how you feel about them while you write. What Makes You Tick? In To James, the poet gives advice on how a runner can achieve his goals. 296 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

309 Interactive Reading COMPARING LITERATURE WORKSHOP Before You Read Slam, Dunk, & Hook What You ll Learn Reading Skill: How to Compare Literary Element: Figurative Language Connect Recall a game you ve watched where the team you were rooting for won. Then recall a game where your team lost. Did you feel as if you were a part of the games by shouting or applauding? Write two sentences describing your thoughts about the connection between players and their fans. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What Makes You Tick? In Slam, Dunk & Hook, the poet suggests reasons people play basketball. Active Learning and Note Taking Guide, ELL Course 2, Unit 7 297

310 COMPARING LITERATURE WORKSHOP Interactive Reading Tie It Together Compare similarities and differences in how the three different writers used fi gurative language in their poems. Complete the diagram by labeling the common theme of all three in the center. Slam, Dunk, & Hook Compares players to things in nature, such as a sparrow hawk. All To James The Women s 400 Meters 298 Course 2, Unit 7 Active Learning and Note Taking Guide, ELL

311 UNIT 8 Genre Focus Note Taking Historical Documents (Reading with Purpose, p. 880) Preview Scan the information on historical documents. Add one example to the list of historical documents below. Cues Why read historical documents? key reading skills Notes Read historical documents to Key Reading Skills picture in your mind what the writer is describing skimming and scanning Key Literary Elements language that helps the reader see, hear, feel, smell, and taste what is described Active Learning and Note Taking Guide, ELL Course 2, Unit 8 299

312 Unit 8 Genre Focus Note Taking Summary Match the key reading skill or literary element to its description. The first two have been done for you. Key Reading Skills and Literary Elements Descriptions 1. H visualizing A. making guesses about what will happen 2. D skimming B. a play written or adapted for television 3. scanning 4. clarifying 5. predicting 6. imagery C. language that helps the reader see, hear, feel, smell, and taste what is described D. running your eyes over a page to get an idea of what it s about E. clearing up what you don t understand 7. organization 8. figurative language 9. teleplay F. how ideas in a selection are structured G. language used for descriptive effect H. picturing in your mind what the writer is describing I. reading quickly to fi nd the main idea 300 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

313 UNIT 8 READING WORKSHOP 1 Note Taking Skill Lesson: Visualizing (Reading with Purpose, pp ) Preview Scan the information on visualizing. List three key words or phrases that stand out to you Cues What is visualizing? Notes Visualizing is how it helps Visualizing helps you Visualizing Checklist Imagine what the characters look like. Picture the setting. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 301

314 UNIT 8 READING WORKSHOP 1 Note Taking Key Literary Element: Imagery (Reading with Purpose, p. 887) Cues Notes Imagery is To identify it, look for details and descriptions of people Summary Summarize the process of visualizing while you read by listing the steps of the visualizing process. Describe the setting around you now. Think of words to describe the objects around you and the time of day. Use imagery that will help the reader see where you are. 302 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

315 Interactive Reading Before You Read UNIT 8 READING WORKSHOP 1 Kingdoms of Gold and Salt What You ll Learn Key Reading Skill: Visualizing Key Literary Element: Imagery Connect The kingdoms of ancient Africa grew wealthy from gold and salt. What do you know about these kingdoms? Write a sentence describing what you think life was like for the kings and sultans who ruled. As you read, you may fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What Is a Community? Read the selection Kingdoms of Gold and Salt to find out what life was like for the rulers and people of ancient Africa. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 303

316 UNIT 8 READING WORKSHOP 1 Interactive Reading Kingdoms of Gold and and Salt Collected by Basil Davidson Key Reading Skill Visualizing Can you imagine, or visualize, the scene in the king s court? Who stands and sits around him? Draw a picture of the scene that shows the king and his people. 1 The King of Ghana W hen the king gives audience to his people, to listen to their complaints and to set them to rights, he sits in a pavilion around which stand ten pages 1 holding shields and gold-mounted swords. On his right hand are the sons of the princes of his empire, splendidly clad and with gold plaited 2 in their hair. The governor of the city is seated on the ground in front of the king, and all around him are his counselors in the same position. The gate of the chamber is guarded by dogs of an excellent breed. These dogs never leave their place of duty. They wear collars of gold and silver, ornamented with metals. The beginning of a royal audience is announced by the beating of a kind of drum they call deba. This drum is made of a long piece of hollowed wood. The people gather when they hear its sound. 1 Abu Ubayd al-bakri The Sultan of Mali T he sultan of this kingdom presides in his palace on a great balcony called bembe where he has a seat of ebony 3 that is like a throne fit for a large and 1 A pavilion is a large tent. A page is an attendant. 2 Clad means clothed or dressed. Plaited means woven or braided. 3 Ebony is a hard, heavy wood. 304 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

317 Interactive Reading UNIT 8 READING WORKSHOP 1 tall person: on either side it is flanked by elephant tusks turned towards each other. His arms stand near him, being all of gold, saber, lance, quiver, 4 bow and arrows. He wears wide trousers made of about twenty pieces [of stuff] of a kind which he alone may wear.... His officers are seated in a circle about him, in two rows, one to the right and one to the left; beyond them sit the chief commanders of his cavalry The officers of this king, his soldiers and his guard receive gifts of land and presents. Some among the greatest of them receive as much as fifty thousand mitqals 6 of gold each year, besides which the king provides them with horses and clothing. 2 Ibn Fadl Allah al Omariv 2 3 The king and the sultan surround themselves with people, jewels, and weapons. What does this say about their communities? Key Literary Element Imagery White Gold I ts houses and mosques 7... are built of blocks of salt, roofed with camel skins. There are no trees there, nothing but sand. In the sand is a salt mine; they dig for the salt, and find it in thick slabs... [They] use salt as a medium of exchange... they cut it up into pieces and buy and sell with it. The business done at Taghaza... amounts to an enormous figure in terms of hundredweights of gold-dust. 3 4 Ibn Battuta 4 The king s arms refer to his weapons made of gold, including a saber (a kind of sword), a lance (a pole), and a quiver (a basket that holds bows and arrows). 5 Troops of soldiers mounted on horseback are called cavalry. Circle words or phrases that help you understand how it would feel to be in Taghaza. If you were digging with the people, what might your skin and mouth feel like? 4 English Language Coach Compound Words Hundredweights is a compound word. It means units of weight equal to 100 pounds. What two words make up this compound word? 6 Mitqals are an ancient unit of measure. 7 A mosque is a Muslim place of worship. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 305

318 UNIT 8 READING WORKSHOP 1 After You Read Skill Review: Visualizing Interactive Reading Kingdoms of Gold and Salt Identify three descriptive words or phrases from Kingdoms of Gold and Salt that helped you visualize the text Draw one of the scenes from Kingdoms of Gold and Salt. Write a caption for your drawing. Caption: 306 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

319 Interactive Reading UNIT 8 READING WORKSHOP 1 Skill Review: Imagery Select two images that helped you visualize people, places, and things in Kingdoms of Gold and Salt. Identify the sense or senses to which each image appeals. An example has been done for you. People Image Splendidly clad with gold plaited in their hair. Sense(s) Sight Places Image Sense(s) Image Things Sense(s) Active Learning and Note Taking Guide, ELL Course 2, Unit 8 307

320 UNIT 8 READING WORKSHOP 2 Note Taking Skill Lesson: Skimming and Scanning (Reading with Purpose, pp ) Preview Preview the information on skimming and scanning. Write two questions you hope to answer after you read the selection Cues Notes What is skimming? Skimming Use it to What is scanning? Scanning Use it to To skim read the title To scan 308 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

321 Interactive Reading UNIT 8 READING WORKSHOP 2 Key Literary Element: Organization (Reading with Purpose, p. 915) Cues What is organization? Notes organization is Types of organization general is big idea is found in: title and fi rst few paragraphs found in: Summary Organize what you know about skimming and scanning in the Venn diagram below. Skimming Both Scanning Explain how an understanding of organization can help you skim or scan to fi nd information. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 309

322 UNIT 8 READING WORKSHOP 2 Interactive Reading Before You Read Letters from Home What You ll Learn As you read, you may find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Key Reading Skill: Skimming and Scanning Key Literary Element: Organization Connect Think of family or friends who live far from you, or family and friends whom you do not speak with often. What would it mean to you to receive a letter or from them? What Is a Community? Read the selection Letters from Home to fi nd out how people far from home in ancient times stayed connected with family and friends. Word Power Use each word in a sentence. sufficiently (suh FISH unt lee) adv. enough to meet the needs of the situation Example: To go to the movies, Sarena had to suffi ciently clean her room. policy (PAW luh see) n. a regular or usual way of handling things 310 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

323 Interactive Reading UNIT 8 READING WORKSHOP 2 Letters from Home 1 by Graeme Davis Vindolanda was first built as a garrison at the extreme edge of the Roman world. Yet it was not as isolated as it might seem, since Vindolanda was part of a series of forts built to protect the northern boundary of Rome s province of Britannia. 1 Lying just to the south of the Wall, it continued to be used as a fort after Hadrian s Wall was built. The soldiers at Vindolanda, like military personnel everywhere, must have looked forward to receiving letters from home. In 1973, archaeologists 2 found some letters dating to the end of the first century and early second century A.D., just a few years before Hadrian s Wall was built. They were sufficiently well-preserved to be readable. To date, more than 1,100 documents have come to light, offering a unique insight into what life was like in the area. 2 It was Roman policy to station units far away from the provinces in which they had been recruited. The Romans favored this practice because they believed the soldiers would then have no ties to the people they might be fighting and would not become caught up in local politics or independence movements. The troops stationed at Hadrian s Wall came from every part of the empire except Britain. At one time, units of Syrian archers 3 were stationed there the cold and damp of northern Britain must have come as a shock! 1 Garrison is another word for fort. A province is a region of a country or, in this case, of an empire. Britannia is an old name for what is now Great Britain. 2 Archaeologists (ar kee AWL uh jists) study ancient cultures by examining their tools, pottery, buildings, and so on. 3 Archers were soldiers armed with bows and arrows. 1 Key Reading Skill Skimming and Scanning Before you read, skim and scan the selection to get an idea of how difficult it is. Do you see words that you don t know? If so, write them on the lines below. 2 English Language Coach Acronyms and Abbreviations a.d. is an abbreviation for the Latin words Anno Domini, meaning in the year of our Lord. The abreviation is used to show dates since the birth of Jesus. Use your dictionary to find out what these abbreviations stand for: b.c., c.e., b.c.e. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 311

324 UNIT 8 READING WORKSHOP 2 Interactive Reading Key Literary Element Organization Skim the fi rst paragraph on this page. How does the first sentence help you understand what the paragraph is generally about? What are two specifi c details that you expect to fi nd in the paragraph? 3 Reading the Letters 3 Two types of document have been uncovered at Vindolanda. The first type was written in ink directly on thin slips of wood. The second consists of wooden tablets with a recessed center filled with black wax in which letters were incised with a metal stilus. 4 The wax could then be smoothed over so that the tablet could be used again. Although in almost every case the wax has long since disappeared, scratches made by the writer s stilus remain visible in the wooden backing. In fact, the scratches are similar to the impression a pen makes in the next sheet of paper if you press too hard when writing on a pad. Because the pieces of wood had spent centuries in garbage pits, they were discolored. However, with the aid of infrared photography, 5 archaeologists are able to make out what was written on some of them. Research continues, and more documents are constantly being interpreted. On the next four pages are excerpts from several Vindolanda letters. 4 Key Reading Skill Skimming and Scanning Skim this page. What do you think these fi rst two letters are about? 4 A Birthday Invitation from a Lady Claudia Severa to her Lepitlina, greetings. On 11 September, sister, for the celebration of my birthday, I give you a warm invitation to make sure that you come to us. A Readiness Report 18 May, net number of the First Cohort of Tungrians, commanded by Julius Verecundus the prefect: 752, including 6 centurions. 6 4 To incise means to cut into or carve. A stilus is a hard-pointed instrument used for writing or making marks in something hard. 5 Infrared photography can take pictures of things that are not visible to the human eye. 6 This letter writer is simply reporting the number of soldiers available for fighting and other duties. The First Cohort of Tungrians was a group of soldiers from Tungria, which is present-day Belgium and Holland. A prefect was a high Roman official, and centurions were officers, each in command of 100 soldiers. 312 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

325 Interactive Reading UNIT 8 READING WORKSHOP 2 Of whom there are absent: guards of the governor, 46; at the office of Ferox at Coria, 337, including 2 centurions; at London, 1 centurion [writing becomes fragmentary] Total absentees: 456, including 5 centurions. Remainder present: 296, including 1 centurion. From these: sick, 15; wounded, 6; suffering from inflammation of the eyes; 10. Total of these: 31. Remainder, fit for active service: 265, including 1 centurion. Send Money! 5 Several times I have written to you that I have bought about five thousand modii of grain, on account of which I need cash. Unless you send me some cash, at least 500 denarii, 7 I shall lose the deposit I put down of around 300 denarii [for a shipment of grain], and I shall be embarrassed. So, I ask you, send me some cash as soon as possible. 5 Key Reading Skill Skimming and Scanning What does the letter writer need money for? Scan the paragraph to find out. Shipment of Parts Metto to Advectus, very many greetings. I have sent you wooden materials through the agency of Saco: 34 wheel hubs, 38 axles for carts including one axle turned on the lathe, 300 spokes, 26 bed boards, 8 seats, [writing becomes fragmentary] 6 benches, and 6 goatskins. I pray that you are in good health, brother. 8 A Care Package from Home I have sent you... [word missing]... pairs of socks from Sattua, two pairs of sandals and two pairs of underpants... 7 Modii (MOH dee) is the plural form of modius, a Roman unit of measure. Denarii (duh NAR ee) is the plural of denarius, a Roman coin. 8 Advectus may have been related. It s more likely, however, that he uses the word brother as a sign of friendship, just as men do today. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 313

326 UNIT 8 READING WORKSHOP 2 Interactive Reading Your Notes What s New? Chrauttius to Veldeius his brother and old messmate, 9 very many greetings. And I ask you, brother Veldeius I am surprised that you have written nothing back to me for such a long time whether you have heard anything from our elders, or about... [name missing]... in which unit he is; and greet him from me, and Virilis the veterinary doctor. Ask Virilis whether you may send through one of our friends the pair of shears 10 that he promised me in exchange for money. And I ask you, brother Virilis, to greet from me our sister Thuttena. Write back to me how Velbuteius is. I hope you enjoy the best of fortune. Farewell. What do members of a community count on one another for? 6 An Appeal to the Governor As befits an honest man, I implore your lordship not to allow me, an innocent man, to have been beaten with rods and, my lord, since I was unable to complain to the prefect because he was detained 11 by ill-health, I have complained in vain to the beneficiarius [another official] and the rest of the centurions of his unit. Accordingly, I implore your mercifulness not to allow me, a man from overseas and an innocent one, about whose good faith you may [ask anyone], to have been bloodied by rods as if I had committed some crime. 6 9 These men may have been real brothers and were once soldiers together. The soldiers dining room was called the mess, and their messmates were those they ate with. 10 Shears are large scissors. 11 To implore is to beg. Detained means held up or stopped from going. 314 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

327 Interactive Reading After You Read Letters from Home UNIT 8 READING WORKSHOP 2 Skill Review: Skimming and Scanning Apply your knowledge of skimming and scanning to answer the questions below. Skimming 1. What did skimming the selection tell you about the topic of this reading? 2. List one part of the selection that helped you determine the main idea. 3. Based on your skimming, did you decide to read this selection quickly or slowly? Explain your answer. Scanning 1. What was Vindolanda? 2. List one kind of letter featured in this reading. 3. Where in the selection would you read to fi nd information about Roman reports? Active Learning and Note Taking Guide, ELL Course 2, Unit 8 315

328 UNIT 8 READING WORKSHOP 2 Interactive Reading Skill Review: Organization Show the organizational structure of the selection Letters from Home. Specifi c detail: General idea: Specifi c detail: Specifi c detail: Specifi c detail: Specifi c detail: 316 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

329 UNIT 8 READING WORKSHOP 3 Note Taking Skill Lesson: Clarifying (Reading with Purpose, pp ) Preview Scan the information on clarifying. Identify two techniques that you can use to clarify what you read Cues What is clarifying? Notes Clarifying is how clarifying helps Clarifying helps you To clarify slowly reread hard parts Active Learning and Note Taking Guide, ELL Course 2, Unit 8 317

330 UNIT 8 READING WORKSHOP 3 Note Taking Key Literary Element: Figurative Language (Reading with Purpose, p. 933) Cues Notes What is fi gurative language? Figurative language is Two common types of figurative language similarities simile metaphor differences uses signal words: like or as Summary Explain how you can clarify a text that is diffi cult or confusing. List two strategies. Describe one thing or person using figurative language. An example has been done for you. 1. Example: The bike shot down the path like a rocket Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

331 Interactive Reading Before You Read Ah, WILDERNESS! UNIT 8 READING WORKSHOP 3 What You ll Learn Key Reading Skill: Clarifying Key Literary Element: Figurative Language Connect How do you feel about the great outdoors? Does the idea of living in a remote place appeal to you? Why or why not? As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. The first one has been done for you. plunges (PLUN jiz) v. dips or moves downward suddenly Example: Aaron plunges in the neighborhood pool each weekend for a swim. solitary (SAWL uh tair ee) adj. all alone generate (JEN uh rayt) v. to produce or create rationing (RASH un ing) n. the controlled use of something trek (trek) n. a slow or difficult journey What Is a Community? Read the selection Ah, Wilderness! to fi nd out how a family maintains their sense of community while living in the middle of nowhere. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 319

332 UNIT 8 READING WORKSHOP 3 Interactive Reading As you read, you might come across words that you want to know more about. Circle those words on the page. You can add them to your Hot Words Journal at the back of this book. English Language Coach Borrowed Words English borrowed the word mesa from a Spanish word for table. In what way is a mesa like a table? Reread the defi nition of mesa in the fi rst paragraph. 1 Ah, WILDERNESS! By Amanda Hinnant Living in the middle of nowhere with solar panels and a few snowmobiles is not a choice many would make. But the Bailis family did and they ve never looked back. O n this sunny day, the Bailis home has a breathtaking view of aspen forests and majestic, snowcapped mountains. The Bailises live on a mesa, a raised area of land with a flat top and steep cliffs on all sides, about twenty miles outside of Telluride, Colorado. Later, as twilight approaches, shadows outline the black trees and the San Juan Mountains 1. Then, with surprising quickness, the sun sets, and the mesa plunges into a deep, silent, solitary darkness. 1 In contrast to the dark, hushed outdoors, the Bailis living room is bathed in light and positively hums with activity. Light from the fireplace, the center of the family s house, casts a warm, buttery glow over Ray and Beth Bailis and their boys, Max, 8, and Finn, 3. Beth and Max are working at the computer while Ray and Finn are happily playing a board game. Besides living in the middle of nowhere, the Bailis family lives off the grid, which means that they generate their own energy instead of relying on the area s power company. But being independent of the power company doesn t mean that it s the Dark 1 The San Juan Mountains in Colorado are some of the highest and most rugged mountains in the United States. 320 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

333 Interactive Reading UNIT 8 READING WORKSHOP 3 Ages at the Bailis residence. Their home has all the modern conveniences that any 21st-century family could hope to have: microwave, Internet, washer and dryer, television. A big difference, however, is that the Bailises must plan the use of these appliances carefully. They know exactly how much or how little energy they can use. Running too many appliances at once will shut down the inverter 2, which is roughly the same as blowing a fuse in your home. 2 For this family, rationing energy has practically become second nature and is also a way to be closer to nature. Solar panels on the roof soak up the sun s energy, and a wind generator uses the wind to generate most of the house s power. For sunless days with little wind, when neither solar panels nor a wind generator can do any good, there s a propane generator in the back. Most of the time, Beth says, remote living makes you feel like you can do anything. And the Bailises know from experience that they can handle just about anything. When they moved into their house, it was heated by a woodstove that needed to be fed at 3 a.m., the propane generator didn t work very well, the roof didn t have any solar panels, and the old windows let the cold air leak in. Life in this remote spot was a lot like camping indoors. They burned lots and lots of candles and learned how to survive on very little energy without letting it affect them too much. Today snow is landing all around the house, swirling past the windows as if in a just-shaken snow globe. The snow determines how the Bailises dress as 3 well as how they drive. Early on this snowy morning, the family members bundle into 2 3 Key Reading Skill Clarifying Dark Ages refers to the Middle Ages (about 476 to 1000 a.d.). When the writer says the family is not living in the Dark Ages, she means the family is not out of step with modern times. But she also means something else. In what other way is the family not living in the dark? Key Literary Element Figurative Language What does the writer compare the swirling snow to? (Hint: look for the signal words as if.) 2 An inverter is a device that converts electricity into a form that can be used in a home. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 321

334 UNIT 8 READING WORKSHOP 3 Interactive Reading What Is a Community? How is the cattle ranch in Missouri where Beth grew up different from the community she lives in today? 4 snow clothes. Each individual has two sets of gloves, goggles, and scarves (because one set is always wet). There aren t any snowplows rumbling by to clear the road so, from about November to May each year, the Bailis family must ride on snowmobiles from their house to their cars, parked 2 ½ miles away on the main road. Everything they carry, including briefcases, groceries, mail, and garbage, has to fit onto their snowmobiles or the sleds behind them. Beth and Ray commute to Telluride, where she is a landscape designer and he is in sales, and the boys make the trek into town to go to school. The chilly weather doesn t daunt 3 Max and Finn, who love the snow. My boys are true polar bears, Beth says. When they are not busy with schoolwork or chores, they enjoy romping around outside. The boys may have inherited their love of the outdoors from their mother, who grew up on a large cattle ranch in Missouri and spent most of her childhood outside. I was a child of nature, Beth says. I would leave the house in the morning and not come back until the afternoon. Fishing, walking the creek I never felt afraid. 4 Beth hopes her boys will be connected with nature in the same way. Already she sees evidence of this connection dawning. She loves how Max, in all his self-portraits and family sketches, includes the mountain range behind their house. He really has a sense of where he is from and who he is, she says. She expects that her boys upbringing will help them feel unique 4, the way she felt when she left the ranch and went to college. It just gives them an identity, she explains. 3 To daunt someone is to scare. 4 A unique (yoo NEEK) person is one of a kind, special because he or she is different from others. 322 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

335 Interactive Reading UNIT 8 READING WORKSHOP 3 Home Off the Range The Bailises are just like any other American family except... Traffic sounds they sometimes hear outside the house often come from a bugling herd of elk. Beth celebrates a sunny, windy day by running the vacuum cleaner and the dishwasher at the same time. The family snowmobiles have names: the Pig, Phazer, Wildcat, and Kitty Cat (the child-size one). They know the exact longitude and latitude of their house in case they have to be rescued by helicopter. The family is so accustomed to the 9,900-foot altitude that, when they visit Ray s sisters in California, they get giddy from the higher level of oxygen. Beth worries about mountain lions when the boys play out back. Updated 2005, from Real Simple, March 2004 Your Notes Active Learning and Note Taking Guide, ELL Course 2, Unit 8 323

336 UNIT 8 READING WORKSHOP 3 After You Read Skill Review: Clarifying Ah, WILDERNESS! Interactive Reading Select one section of text in Ah, Wilderness! that is unclear to you. Draw a bracket in the margin beside this section. Circle any unfamiliar words in the section and fi nd their meanings. Write the words and their definitions below. Formulate a question about anything that is still unclear to you. Locate answer to your question by slowly rereading the selection. Write the answer to your question in the space below. Summarize the selection in your own words. 324 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

337 Interactive Reading UNIT 8 READING WORKSHOP 3 Skill Review: Figurative Language Identify an example of a simile or metaphor in Ah, Wilderness! Then answer the questions about the use of figurative language. Example of figurative language: Is this a simile or metaphor? What is the author comparing? How does this use of figurative language help you understand what life is like for the Bailis family? Example of figurative language: Is this a simile or metaphor? What is the author comparing? How does this use of figurative language help you understand what life is like for the Bailis family? Active Learning and Note Taking Guide, ELL Course 2, Unit 8 325

338 UNIT 8 READING WORKSHOP 4 Note Taking Skill Lesson: Predicting (Reading with Purpose, pp ) Preview Scan the information on predicting. Write one purpose for reading this information. Then write one question you think this section will answer. 1. My purpose for reading is 2. This section will tell me Cues What is predicting? Notes Predicting is saying what will happen before it happens. Predicting Who makes predictions? Why are predictions important? How do I make predictions? Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

339 Interactive Reading UNIT 8 READING WORKSHOP 4 Key Literary Element: Organization (Reading with Purpose, p. 915) Cues Notes What is a teleplay? a teleplay is dialogue describe characters, settings, costumes, etc. express thoughts that help the cast and crew Summary Define predicting. Predict how the rest of your day will go based on what s happened so far today. Explain how stage directions help readers of a teleplay. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 327

340 UNIT 8 READING WORKSHOP 4 Interactive Reading Before You Read As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Key Reading Skill: Predicting Key Literary Element: Teleplay Connect The Monsters Are Due on Maple Street, Act II Think of a time when you felt prejudged or when you judged someone else without really knowing that person. How does this kind of prejudice affect people and relationships? What Is a Community? Read the selection The Monsters Are Due on Maple Street, Act II to fi nd out how a community responds when the people face fear and uncertainty. Word Power Use each word in a sentence. The first one has been done for you. legitimate (lih JIT uh mit) adj. following the rules; lawful; allowed Example: Crossing the street at the crosswalk is legitimate. explicit (eks PLIS it) adj. clearly expressed prejudices (PREJ uh dis us) n. unfavorable opinions or judgments formed unfairly 328 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

341 Interactive Reading UNIT 8 READING WORKSHOP 4 The Monsters Are Due on Maple Street, Act II by Rod Serling 1 Key Literary Element [We see a medium shot of the GOODMAN entry hall at night. On the side table rests an unlit candle. MRS. GOODMAN walks into the scene, a glass of milk in hand. She sets the milk down on the table, lights the candle with a match from a box on the table, picks up the glass of milk, and starts out of scene. MRS. GOODMAN comes through her porch door, glass of milk in hand. The entry hall, with table and lit candle, can be seen behind her. Outside, the camera slowly pans down the sidewalk, taking in little knots of people who stand around talking in low voices. At the end of each conversation they look toward LES GOODMAN S house. From the various houses we can see candlelight but no electricity, and there s an all-pervading quiet that blankets the whole area, disturbed only by the almost whispered voices of the people as they stand around. The camera pans over to one group where CHARLIE stands. He stares across at GOODMAN S house. We see a long shot of the house. Two men stand across the street in almost sentry-like poses. Then we see a medium shot of a group of people.] 1 2 SALLY. [A little timorously.] 1 It just doesn t seem right, though, keeping watch on them. Why... he was Teleplay How do the camera directions help you understand what the neighbors are thinking and talking about? 2 English Language Coach English as a Changing Language You ve learned that pan means to follow or scan something by rotating the camera. Look up the word in the dictionary. What year did pan take on this meaning? 1 Timorously means lacking courage or self-confidence; timidly. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 329

342 UNIT 8 READING WORKSHOP 4 Interactive Reading Your Notes right when he said he was one of our neighbors. Why, I ve known Ethel Goodman ever since they moved in. We ve been good friends CHARLIE. That don t prove a thing. Any guy who d spend his time lookin up at the sky early in the morning well, there s something wrong with that kind of person. There s something that ain t legitimate. Maybe under normal circumstances we could let it go by, but these aren t normal circumstances. Why, look at this street! Nothin but candles. Why, it s like goin back into the dark ages or somethin! [STEVE walks down the steps of his porch, walks down the street over to Les Goodman s house, and then stops at the foot of the steps. GOODMAN stands there, his wife behind him, very frightened.] GOODMAN. Just stay right where you are, Steve. We don t want any trouble, but this time if anybody sets foot on my porch, that s what they re going to get trouble! STEVE. Look, Les GOODMAN. I ve already explained to you people. I don t sleep very well at night sometimes. I get up and I take a walk and I look up at the sky. I look at the stars! MRS. GOODMAN. That s exactly what he does. Why this whole thing, it s... it s some kind of madness or something. STEVE. [Nods grimly.] That s exactly what it is some kind of madness. CHARLIE S VOICE. [Shrill, from across the street.] You best watch who you re seen with, Steve! Until we get this all straightened out, you ain t exactly above suspicion yourself. 330 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

343 Interactive Reading UNIT 8 READING WORKSHOP 4 STEVE. [Whirling around toward him.] Or you, Charlie. Or any of us, it seems. From age eight on up. WOMAN. What I d like to know is what are we gonna do? Just stand around here all night? CHARLIE. There s nothin else we can do! [He turns back looking toward STEVE and GOODMAN again.] One of em ll tip their hand. They got to. 3 STEVE. [Raising his voice.] There s something you can do, Charlie. You could go home and keep your mouth shut. You could quit strutting around like a self-appointed hanging judge and just climb into bed and forget it. CHARLIE. You sound real anxious to have that happen, Steve. I think we better keep our eye on you too! DON. [As if he were taking the bit in his teeth, takes a hesitant step to the front.] I think everything might as well come out now. [He turns toward STEVE.] Your wife s done plenty of talking, Steve, about how odd you are! CHARLIE. [Picking this up, his eyes widening.] Go ahead, tell us what she s said. 4 [We see a long shot of STEVE as he walks toward them from across the street.] STEVE. Go ahead, what s my wife said? Let s get it all out. Let s pick out every idiosyncrasy of every single man, woman, and child on the street. And then we might as well set up some kind of kangaroo court. 2 How about a firing squad at dawn, Charlie, so we can get rid of all the suspects? Narrow them down. Make it easier for you. 3 4 Key Reading Skill Predicting Charlie predicts that those responsible for the mysterious events on Maple Street will accidentally reveal themselves. Do you agree? What do you think will happen next? Key Literary Element Teleplay What do the stage directions tell you about Charlie? What is he eager to do? 2 An idiosyncracy (id ee uh SINK ruh see) is an odd little habit, gesture, or way of acting. A kangaroo court is an unofficial trial in which fair legal procedures are ignored. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 331

344 UNIT 8 READING WORKSHOP 4 Interactive Reading As you read, you may come across words that you want to know more about. Circle those words on the page. You can add them to your Hot Words Journal at the back of this book. DON. There s no need gettin so upset, Steve. It s just that... well... Myra s talked about how there s been plenty of nights you spent hours down in your basement workin on some kind of radio or something. Well, none of us have ever seen that radio [By this time STEVE has reached the group. He stands there defiantly close to them.] CHARLIE. Go ahead, Steve. What kind of radio set you workin on? I never seen it. Neither has anyone else. Who you talk to on that radio set? And who talks to you? STEVE. I m surprised at you, Charlie. How come you re so dense all of a sudden? [A pause.] Who do I talk to? I talk to monsters from outer space. I talk to three-headed green men who fly over here in what look like meteors. [STEVE S wife steps down from the porch, bites her lip, calls out.] MRS. BRAND. Steve! Steve, please. [Then looking around, frightened, she walks toward the group.] It s just a ham radio 3 set, that s all. I bought him a book on it myself. It s just a ham radio set. A lot of people have them. I can show it to you. It s right down in the basement. STEVE. [Whirls around toward her.] Show them nothing! If they want to look inside our house let them get a search warrant. CHARLIE. Look, buddy, you can t afford to STEVE. [Interrupting.] Charlie, don t tell me what I can afford! And stop telling me who s dangerous 3 Ham radio is a hobby in which a person operates his or her own radio station, sending messages by voice or Morse code. 332 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

345 Interactive Reading UNIT 8 READING WORKSHOP 4 and who isn t and who s safe and who s a menace. [He turns to the group and shouts.] And you re with him, too all of you! You re standing here all set to crucify all set to find a scapegoat 4 all desperate to point some kind of a finger at a neighbor! Well now look, friends, the only thing that s gonna happen is that we ll eat each other up alive 5 5 What is Steve saying about his community? How do you think the neighbors treated one another before this evening? [He stops abruptly as CHARLIE suddenly grabs his arm.] CHARLIE. [In a hushed voice.] That s not the only thing that can happen to us. [Cut to a long shot looking down the street. A figure has suddenly materialized in the gloom and in the silence we can hear the clickety-clack of slow, measured footsteps on concrete as the figure walks slowly toward them. One of the women lets out a stifled cry. The young mother grabs her boy as do a couple of others.] 6 TOMMY. [Shouting, frightened.] It s the monster! It s the monster! [Another woman lets out a wail and the people fall back in a group, staring toward the darkness and the approaching figure. We see a medium group shot of the people as they stand in the shadows watching. DON MARTIN joins them, carrying a shotgun. He holds it up.] DON. We may need this. STEVE. A shotgun? [He pulls it out of DON s hand.] Good Lord will anybody think a thought around here? Will you people wise up? What good would a shotgun do against [Now CHARLIE pulls the gun from STEVE S hand.] 6 Key Reading Skill Predicting Who is the dark fi gure down the street? How do you think the group will respond as it comes closer? 4 A scapegoat is someone who is made to take the blame and suffer for the mistakes or misfortunes of another person or a group. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 333

346 UNIT 8 READING WORKSHOP 4 Interactive Reading Your Notes CHARLIE. No more talk, Steve. You re going to talk us into a grave! You d let whatever s out there walk right over us, wouldn t yuh? Well, some of us won t! [He swings the gun around to point it toward the sidewalk. The dark figure continues to walk toward them. The group stands there, fearful, apprehensive, mothers clutching children, men standing in front of wives. CHARLIE slowly raises the gun. As the figure gets closer and closer he suddenly pulls the trigger. The sound of it explodes in the stillness. There is a long angle shot looking down at the figure, who suddenly lets out a small cry, stumbles forward onto his knees and then falls forward on his face. DON, CHARLIE, and STEVE race forward over to him. STEVE is there first and turns the man over. Now the crowd gathers around them.] STEVE. [Slowly looks up.] It s Pete Van Horn. DON. [In a hushed voice.] Pete Van Horn! He was just gonna go over to the next block to see if the power was on WOMAN. You killed him, Charlie. You shot him dead! CHARLIE. [Looks around at the circle of faces, his eyes frightened, his face contorted.] But... but I didn t know who he was. I certainly didn t know who he was. He comes walkin out of the darkness how am I supposed to know who he was? [He grabs STEVE.] Steve you know why I shot! How was I supposed to know he wasn t a monster or something? [He grabs DON now.] We re all scared of the same thing, I was just tryin to... tryin to protect my home, that s all! Look, all of you, that s all I was tryin to do. [He looks down wildly at the body.] I didn t know it was somebody we knew! I didn t know 334 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

347 Interactive Reading UNIT 8 READING WORKSHOP 4 [There s a sudden hush and then an intake of breath. We see a medium shot of the living room window of CHARLIE S house. The window is not lit, but suddenly the house lights come on behind it.] 7 WOMAN. [In a very hushed voice.] Charlie... Charlie... the lights just went on in your house. Why did the lights just go on? DON. What about it, Charlie? How come you re the only one with lights now? GOODMAN. That s what I d like to know. [A pause as they all stare toward CHARLIE.] GOODMAN. You were so quick to kill, Charlie and you were so quick to tell us who we had to be careful of. Well, maybe you had to kill. Maybe Peter there was trying to tell us something. Maybe he d found out something and came back to tell us who there was amongst us we should watch out for 7 Key Reading Skill Predicting Think about how the neighbors have acted all night. How do you think they ll respond to Charlie now? [CHARLIE backs away from the group, his eyes wide with fright.] CHARLIE. No... no... it s nothing of the sort! I don t know why the lights are on, I swear I don t. Somebody s pulling a gag or something. 8 [He bumps against STEVE, who grabs him and whirls him around.] STEVE. A gag? A gag? Charlie, there s a dead man on the sidewalk and you killed him. Does this thing look like a gag to you? [CHARLIE breaks away and screams as he runs toward his house.] CHARLIE. No! No! Please! 8 Reviewing Skill Inferring Why does Charlie now say that someone is pulling a gag, or joke? Active Learning and Note Taking Guide, ELL Course 2, Unit 8 335

348 UNIT 8 READING WORKSHOP 4 Interactive Reading [A man breaks away from the crowd to chase charlie. We see a long angle shot looking down as the man tackles CHARLIE and lands on top of him. The other people start to run toward them. CHARLIE is up on his feet, breaks away from the other man s grasp, lands a couple of desperate punches that push the man aside. Then he forces his way, fighting, through the crowd to once again break free, jumps up on his front porch. A rock thrown from the group smashes a window alongside of him, the broken glass flying past him. A couple of pieces cut him. He stands there perspiring, rumpled, blood running down from a cut on the cheek. His wife breaks away from the group to throw herself into his arms. He buries his face against her. We can see the crowd converging on the porch now.] 9 Key Reading Skill Predicting Think about how Charlie has acted toward his neighbors. How do you predict Charlie will defend himself and his wife from the crowd? 9 voices. It must have been him. He s the one. We got to get Charlie. [Another rock lands on the porch. Now CHARLIE pushes his wife behind him, facing the group.] CHARLIE. Look, look I swear to you... it isn t me... but I do know who it is... I swear to you, I do know who it is. I know who the monster is here. I know who it is that doesn t belong. I swear to you I know. GOODMAN. [Shouting.] What are you waiting for? WOMAN. [Shouting.] Come on, Charlie, come on. MAN ONE. [Shouting.] Who is it, Charlie, tell us! DON. [Pushing his way to the front of the crowd] All right, Charlie, let s hear it! [CHARLIE S eyes dart around wildly.] 336 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

349 Interactive Reading UNIT 8 READING WORKSHOP 4 CHARLIE. It s... it s... MAN TWO. [Screaming.] Go ahead, Charlie, tell us. Your Notes CHARLIE. It s... it s the kid. It s Tommy. He s the one. [There s a gasp from the crowd as we cut to a shot of SALLY holding her son TOMMY. The boy at first doesn t understand and then, realizing the eyes are all on him, buries his face against his mother.] SALLY. [Backs away.] That s crazy! That s crazy! He s a little boy. WOMAN. But he knew! He was the only one who knew! He told us all about it. Well, how did he know? How could he have known? [The various people take this up and repeat the question aloud.] voices. How could he know? Who told him? Make the kid answer. DON. It was Charlie who killed old man Van Horn. WOMAN. But it was the kid here who knew what was going to happen all the time. He was the one who knew! [We see a close-up of STEVE.] STEVE. Are you all gone crazy? [Pause as he looks about.] Stop. [A fist crashes at STEVE S face, staggering him back out of the frame of the picture. There are several close camera shots suggesting the coming of violence. A hand fires a rifle. A fist clenches. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 337

350 UNIT 8 READING WORKSHOP 4 Interactive Reading Key Literary Element 10 A hand grabs the hammer from VAN HORN S body, etc. Meanwhile, we hear the following lines.] 10 Teleplay Reread the stage directions. Pretend you are watching the action on TV. Visualize what the people and actions look like. DON. Charlie has to be the one Where s my rifle WOMAN. Les Goodman s the one. His car started! Let s wreck it. MRS. GOODMAN. What about Steve s radio He s the one that called them MR. GOODMAN. Smash the radio. Get me a hammer. Get me something. STEVE. Stop Stop CHARLIE. Where s that kid Let s get him. MAN ONE. Get Steve Get Charlie They re working together. [The crowd starts to converge around the mother, who grabs the child and starts to run with him. The crowd starts to follow, at first walking fast, and then running after him. We see a full shot of the street as suddenly CHARLIE S lights go off and the lights in another house go on. They stay on for a moment, then from across the street other lights go on and then off again.] MAN ONE. [Shouting.] It isn t the kid... it s Bob Weaver s house. WOMAN. It isn t Bob Weaver s house, it s Don Martin s place. CHARLIE. I tell you it s the kid. DON. It s Charlie. He s the one. [We move into a series of close-ups of various people as they shout, accuse, scream, interspersing these shots with shots of houses as the lights go on and off, and 338 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

351 Interactive Reading UNIT 8 READING WORKSHOP 4 then slowly in the middle of this nightmarish morass 5 of sight and sound the camera starts to pull away, until once again we ve reached the opening shot looking at the Maple Street sign from high above. The camera continues to move away until we dissolve to a shot looking toward the metal side of a space craft, which sits shrouded in darkness. An open door throws out a beam of light from the illuminated interior. 11 Two figures silhouetted against the bright lights appear. We get only a vague feeling of form, but nothing more explicit than that.] FIGURE ONE. Understand the procedure now? Just stop a few of their machines and radios and telephones and lawn mowers... Throw them into darkness for a few hours, and then you just sit back and watch the pattern. FIGURE TWO. And this pattern is always the same? 11 English Language Coach English as a Changing Language Dissolve is a word that describes a camera effect, where one scene slowly fades and another scene appears. This is a newer meaning of the word. What is an older meaning of the word dissolve? FIGURE ONE. With few variations. They pick the most dangerous enemy they can find... and it s themselves. And all we need do is sit back... and watch. FIGURE TWO. Then I take it this place... this Maple Street... is not unique. FIGURE ONE. [Shaking his head.] By no means. Their world is full of Maple Streets. And we ll go from one to the other and let them destroy themselves. One to the other... one to the other... one to the other [Now the camera pans up for a shot of the starry sky and over this we hear the narrator s voice.] 5 Interspersing means scattering or mixing in over brief periods. A morass (muh RAS) is any difficult or confused condition or situation. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 339

352 UNIT 8 READING WORKSHOP 4 Interactive Reading NARRATOR S VOICE. The tools of conquest do not necessarily come with bombs and explosions and fallout. 6 There are weapons that are simply thoughts, attitudes, prejudices to be found only in the minds of men. For the record, prejudices can kill and suspicion can destroy and a thoughtless frightened search for a scapegoat has a fallout all its own for the children... and the children yet unborn. [A pause.] And the pity of it is... that these things cannot be 12 confined to... The Twilight Zone! 12 What does the narrator say can harm communities? 6 Fallout is the radioactive dust particles that result from a nuclear explosion. 340 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

353 Interactive Reading After You Read UNIT 8 READING WORKSHOP 4 The Monsters Are Due on Maple Street, Act II Skill Review: Predicting Review the predictions that you stated on pages 331, 333, 335, and 336 of this workbook. Write one sentence in response to each item below. Identify what you based your predictions on. Summarize how your predictions changed as you read the story. Compare the end of the story with your prediction. Were you surprised by the ending? Did you see it coming? Active Learning and Note Taking Guide, ELL Course 2, Unit 8 341

354 UNIT 8 READING WORKSHOP 4 Interactive Reading Skill Review: Teleplay Select a set of stage directions from the teleplay. The directions you pick should be longer than just a few lines. Write a sentence to summarize the stage directions. Then answer the questions that follow. Stage Directions, page and paragraph numbers: Summary: How do these stage directions help the cast and crew producing the teleplay? How do these stage directions help you as a reader of the teleplay? Which do you think is more important in reading and understanding this teleplay, the dialogue or the stage directions? Explain your answer. 342 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

355 READING ACROSS TEXTS WORKSHOP Reading Across Texts (Reading with Purpose, pp ) Preview Skim the information on informational text. What aspect of a reading will you be comparing in this lesson? Cues evaluating a nonfi ction writer s credibility Notes vv When reading nonfi ction, ask 1. What are the writer s qualifi cations? 2. What are the writer s sources? 3. Was the writer a witness to the events? Active Learning and Note Taking Guide, ELL Course 2, Unit 8 343

356 READING ACROSS TEXTS WORKSHOP Note Taking Summary Select two pieces of nonfiction informational text. Analyze each selection by asking questions about the author s credibility. Write the questions in the chart below. Selection 1 title: Selection 2 title: the writer s qualifications (list one qualification) the writer s sources (list one source) bias for or against the subject 344 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

357 Interactive Reading READING ACROSS TEXTS WORKSHOP Before You Read Teacher Hero: Erin Gruwell What You ll Learn Reading Skill: Finding Similarities and Differences Between Texts Connect Think of someone you know who could be described as a hero. Explain what makes that person heroic. As you read, you might find words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. Word Power Use each word in a sentence. The first one has been done for you. tolerance (TAWL ur uns) n. sympathy for people, beliefs, or ideas that are different from one s own Example: The team showed tolerance for their opponent. discrimination (dis krih mih NAY shin) n. treatment based on class, religion, or ethnic origin objectively (ub JEK tiv lee) adv. without being infl uenced by personal feelings What Is a Community? Read the selection Teacher Hero: Erin Gruwell to fi nd out about how a teacher changed the lives of students in her class. Active Learning and Note Taking Guide, ELL Course 2, Unit 8 345

358 READING ACROSS TEXTS WORKSHOP Interactive Reading Before You Read Zlata s Diary As you read, you might fi nd words that you want to know more about. They might be ones you really like or ones that you don t understand. You can add them to your Hot Words Journal at the back of this book. What You ll Learn Reading Skill: Finding Similarities and Differences Between Texts Connect What would you include in a diary if you kept one? Would you think about people in the future who might read it? What Is a Community? The author of Zlata s Diary tells how the war in Sarajevo affected her community. Word Power Use each word in a sentence. The first one has been done for you. cope (cohp) v. to struggle or deal with in the hope of being successful Example: Friends helped Dan cope with the loss of his dog, Skipper. aggressor (uh GRES ur) n. a person, group, or nation that causes a confl ict or war 346 Course 2, Unit 8 Active Learning and Note Taking Guide, ELL

359 Interactive Reading READING ACROSS TEXTS WORKSHOP Tie It Together Evaluate the credibility of Teacher Hero: Erin Gruwell and from Zlata s Diary using the charts below. Teacher Hero: Erin Gruwell from Zlata s Diary author s qualifications (list one qualification) author s sources (list one qualification) bias for or against the subject Compare and contrast the two selections by listing one similarity and one difference in the boxes below. similarities differences Teacher Hero: Erin Gruwell from Zlata s Diary Active Learning and Note Taking Guide, ELL Course 2, Unit 8 347

360 Journal Use the following pages to create your personal Hot Words Journal a sampling of the interesting or difficult words you circle as you read the selections in this book. 1. In each reading selection, choose words to include in your Hot Words Journal. Highlight or underline the sentence in which each word occurs. 2. On the lines under each selection title, list the words you ve chosen as your Hot Words. Include the page number where each word occurs and a short definition. 3. Use a dictionary to check the word s meaning. Hot Words Activities Select a word from your Hot Words Journal and complete one of these activities or another vocabulary activity that your teacher suggests. Use a separate sheet of paper. Be sure to write down the activity prompts or questions as well as your responses. Concept of Definition Write the word. What is it? (category) What is it like? (properties) What are some examples? (illustrations) Possible Sentence Choose a word and confirm its definition in a dictionary. Then write a sentence using the word either correctly or incorrectly. Ask a partner to read your sentence and guess whether or not the sentence is possible. Discuss your partner s response. What It Is, What It Isn t (This activity works best with nouns and verbs) Write the word and its definition. What are some examples? What are not some examples? What are the main characteristics of this word? What are not characteristics of this word? Word Web Choose a word and confirm its definition in a dictionary. Then write the word in the center circle of a word web. List other related words in bubbles around the center circle. Use a dictionary or a thesaurus to help you. Context Clues Choose a word and write a sentence that includes the word and a context clue to help convey the word s meaning. Be sure to underline your word. Ask a partner to use the context clue in your sentence to define the underlined word. Some examples of context clues are synonyms, antonyms, examples, related ideas, and definitions. Sentence Invention Choose a word and copy the selection sentence where it occurred in this book. Then write another sentence of your own using the word. Underline your chosen word in both sentences. 348 Active Learning and Note Taking Guide, ELL

361 My Hot Words Seventh Grade Where You Are Teaching Nepalis to Read, Plant, and Vote Suzy and Leah Kids in Action: Dalie Jimenez Toward a Rainbow Nation Active Learning and Note Taking Guide, ELL 349

362 New Directions Miracle Hands Friendships and Peer Pressure After Twenty Years Friends Forever 350 Active Learning and Note Taking Guide, ELL

363 The Brinks Robbery Thank You M am Oprah Winfrey The Courage That My Mother Had Two People I Want to Be Like Active Learning and Note Taking Guide, ELL 351

364 Should Naturalized Citizens Be President? Cyber Chitchat Conserving Resources Big Yellow Taxi Missing! Birdfoot s Grandpa 352 Active Learning and Note Taking Guide, ELL

365 The Lion, the Hare, and the Hyena The Boy and His Grandfather We Are All One Aunty Misery Annabel Lee Face It Active Learning and Note Taking Guide, ELL 353

366 Almost Ready Miracles The Pasture Growing Pains Kingdoms of Gold and Salt 354 Active Learning and Note Taking Guide, ELL

367 Letters From Home Ah! Wilderness The Monsters Are Due On Maple Street, Act 2 Active Learning and Note Taking Guide, ELL 355

368 Acknowledgments Seventh Grade, from Baseball in April and Other Stories by Gary Soto. Copyright 1990 by Gary Soto. Where You Are from The Invention of New Jersey by Jack Anderson. Copyright 1969 by the University of Pittsburgh Press. Teaching Nepalis to Read, Plant, and Vote by Lesley Reed. Faces: People, Places, and Cultures, April Suzy and Leah by Jane Yolen. American Girl May/June "Kids in Action: Dalie Jimenez," excerpted from The Kid s Guide to Social Action: How to Solve the Social Problems You Choose and Turn Creative Thinking into Positive Action (Revised, Expanded, Updated Edition) Barbara A. Lewis Used with permission from Free Spirit Publishing Inc., Minneapolis, MN; ; All rights reserved. Toward a Rainbow Nation by Lavendhri Pillay. From No More Strangers Now: Young Voices from a New South Africa, interviews by Tim McKee. Copyright 1998 by Timothy Saunders McKee. New Directions from Wouldn t Toke Nothing For My Journey Now by Maya Angelou. Copyright 1993 by Maya Angelou. Miracle Hands by Christina Cheakalos and Matt Birkbeck, updated 2007 from Time Inc. Friendships and Peer Pressure from Teen Health, copyright 2005 by GIencoe/McGraw-Hill. Friends Forever by Sari Locker. Updated 2005 from Teen People, May 19, The Brink s Robbery from The Wild Side: Crime and Punishment Copyright 2001 by NTC/Contemporary Publishing Croup. Inc. Thank You M am by Langston Hughes. Copyright 1958 by Langston Hughes. Copyright renewed 1986 by George Houston Bass. Oprah Winfrey by Sidney Poitier. from TIME, April 26, The Courage That My Mother Had by Edna St. Vincent Millay. From Collected Poems, HarperCollins. Copyright 1954, 1982 by Norma Millay Ellis. All rights reserved. Two People I Want to Be Like from If Only I Could Tell You, by Eve Merriam. Copyright 1983 by Eve Merriam. Reprinted by permission of Marian Reiner. From Should Naturalized Citizens be President? by John Yinger and Matthew Spalding. Published in The New York Times Upfront, February 14, Copyright 2005 by Scholastic, Inc. Reprinted by permission. Cyber Chitchat by Cindy Kauffman, from Chocolate for a Teen s Dreams, Copyright 2003, ed. by Kay Allenbaugh. Conserving Resources from Glencoe Science, copyright 2006 by Glencoe/ McGraw-Hill. Big Yellow Taxi, by Joni Mitchell. Copyright 1970 Siquomb Publishing Corp. All rights administered by Song/ATV Music Publishing, 8 Music Square West, Nashville, TN All rights reserved. Used by permission. From Missing: The Frog Population in Costa Rica is Declining. Scientists Search for Answers by Claire Miller. Published in Scholastic Superscience Red, April Copyright 2005 by Scholastic Inc. Reprinted by permission. Birdfoot s Grampa from Entering Onondaga, copyright 1975 by Joseph Bruchac. Reprinted by permission of Barbara S. Kouts. The Lion, the Hare and the Hyena from Nelson Mandela s Favorite African Folktales, edited by Nelson Mandela. Copyright 2002 in this selection by Tafelberg Publishers Ltd. Used by permission of W.W. Norton & Company, Inc. The Boy and His Grandfather by Rudolfo Anaya, from Cuentos: Tales from the Hispanic Southwest. Copyright 1980 by the Museum of New Mexico Press. We Are All One from The Rainbow People by Laurence Yep. Copyright 1989 by Laurence Yep. Aunty Misery: A Folktale from Puerto Rico by Judith Ortiz Cofer. Face It from A Suitcase of Seaweed and Other Poems by Janet S. Wong. Copyright 1996 Janet S. Wong. Almost Ready from Slow Dance Heart Break Blues by Arnold Adoff. Copyright 1995 by Arnold Adoff. Growing Pains from Hey World, Here I Am! Copyright 1986 by Jean Little. Kingdoms of Gold and Salt from Discovering Our Past: Medieval and Early Modern Times, copyright 2006 by Glencoe/McGraw-Hill. Letters from Home by Graeme Davis. dig, May/June Ah, Wilderness! by Amanda Hinnant, updated 2006 from Real Simple, March Copyright TIME Inc. The Monsters Are Due On Maple Street by Rod Serling. All rights reserved Rod Serling; 1988 by Carolyn Serling, Jodi Serling and Anne Serling 356 Active Learning and Note Taking Guide, ELL